PDD_NOS

=PDD-NOS =

//**P**// //**ervasive**// //**D**////**evelopmental**// //**D**////**isorder**// //**N**////**ot**// //**O**////**therwise**// //**S**////**pecified**//

“Children with Pervasive Developmental Disorder Not Otherwise Speciﬁed (PDD-NOS) show autistic-like behavior in that they have difficulties interacting in a social environment. They have problems communicating adequately with others and may show stereotyped patterns in behavior, interests or activities. Yet, their behavioral deviations are not severe enough to fulﬁll the diagnostic criteria of autism” (American Psychiatric Association, 2000). When this definition is broken down, it means that a child with PDD-NOS, usually between the ages of 1 and 5, show signs of autism without it being so bad that the child needs to be diagnosed with autism, however, these symptoms indicate that a rough road of communication and socializing is ahead for the child. However, as grim as the prognosis seems, there is always help and hope that can be provided not only for the child, but also for the parents.  PDD-NOS falls under the category of Autism Spectrum Disorders, or ASD’s, which “are a group of neuro-developmental disorders characterized by impairments in three core domains: socialization, communication, and repetitive behaviors/instance on sameness” (Matson, LoVullo, Rivet, and Boisjoli, 2009). Children in this category may have trouble learning how to talk within the first few years of age, being able to make friends at school, or even just being able to ask their parents a question. There are a few syndromes located under this category, which are as follows:


 *  Asperger’s Syndrome – developmental disorder that affects a person’s social skills and communication; causes social awkwardness.
 * Rett Syndrome – the slow loss of developmental skills and abilities, caused by neurological disorders.
 * Autism – affects the brain’s normal development of social and communication skills.
 * Childhood Disintegrative Disorder – child will develop normally until about age 4, and then suffer from a severe loss of communication, social, and other skills.

PDD-NOS not only falls in this category, but can also contain these four other disorders, which places them in a PDD-NOS category. With these syndromes in place, this leaves three major developmental impairments that the child will struggle with:
 * Social Behavior
 * Communication
 * Attention/Interests

**//Characteristics//**  with PDD-NOS show many different symptoms, some more prominent than others. This list does not necessarily mean that the child will show each of the signs, but maybe one that makes it evident that they are within the autistic spectrum.


 *  Withdrawn - this is one of the more common qualities with a child with PDD-NOS because they lack the necessary social and communication skills to interact with others. An example of this can be seen when you walk into a PDD-NOS class and see that none of the students are actually playing together. They are not as quick to ask a teacher for help or talk to another classmate. The reason for this is because their minds do not work verbally, so that kind of communication should not been expected.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> No Physical Deformities– children with PDD-NOS do not exhibit any physical deformities, as most people would expect when they hear of a special needs student. However, they are thinking of disorder such as Down Syndrome, where a physical deformity is obvious, and then they will categorize all special needs students in this one “physical” category. On approaching a PDD-NOS class, it would seem like a regular preschool class, but when you take a closer look at the students and observe, you will find that it is more of a mental disorder than a physical one.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> Zoning Out – the more the student exhibits signs of autism, the more this characteristic will become obvious. The child’s eyes will begin to wander and they will immediately stop listening to whoever is speaking. The problem with zoning out is that a child does not really find their way of their “own world” and back into the “real world” until someone else, i.e. a teacher, brings them back out whatever they were zoning out on.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> Eager To Learn – when the students in a PDD-NOS class are given an opportunity to learn something new, chances are that they will be extremely excited when those around them make learning exciting. This means that the teacher needs to be enthusiastic, always ready to face a challenge, but never giving up on his/her students.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> Do What They Are Told – since social skills are not a PDD-NOS child’s forte, they are not likely to fight an adult when they are told to do something. While this can be a seemingly good quality, the downfall is who do they stop at? Meaning, for what person will they say “no” to when it is wrong? Someone could tell the child to hit their parent and they just might, only because they do not know how to say “no.”
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> Very Little Crying – very few times in a PDD-NOS class will you find a child throwing a temper tantrum or crying hysterically for something. The reason for this is because, as said before, the child’s social skills are lacking, and so for a child to be upset because something isn’t going their way is unlikely, mostly because they do not really know what they want.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> Enjoy Routine – having a schedule to go by makes the day a whole lot easier for the teacher and the student, because it allows the teacher to be organized, but it also provides the student with some comfort because they know what the day should consist of.

<span style="color: #800080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; text-align: center;">//**Other Random Facts <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; font-style: normal; font-weight: normal; line-height: 19px;"> **// <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> <span style="display: block; font-family: Calibri,helvetica,sans-serif; font-size: 120%; text-align: center;">**//<span style="color: #800080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%; text-align: center;">Teaching Techniques //** <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;"> <span style="color: #800080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; text-align: center;">//**Words of Encouragement**//
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">There are some other characteristics about PDD-NOS children they may not affect them when working in the class, but are still a part of who they are.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">They do not enjoy foods with funky textures and bright colors. Some examples of this would be Jell-O or pudding. They like to stick to neutral colored foods that are very plain and square, such as graham crackers and chicken nuggets.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">They have a short-term memory, which can be recognized easily. For example, if you ask a student to retrieve something from their backpack, they will run over to get it, but as soon as they reach their backpack, they immediately forget what they went over for and then run back to you with nothing. If their memory is even worse, they will not return to you at all unless you call them to you.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">PDD-NOS children like objects that spin, i.e. wheels on a toy car, propeller on a helicopter. If you walked by the child and saw them with a toy car and the child was rolling it on the ground, you might say that the child is playing with car. However, they are not playing with car, but more that they are rolling the car back and forth on the ground to watch the wheels spin.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif; font-size: 13px; font-style: normal; font-weight: normal; line-height: 19px;">There are ways that the characteristics of PDD-NOS students can be worked with when teaching in the classroom. These techniques range from simple to creative and are all easy to remember.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Placing two students at a table to work together. Doing this will force the students to interact with one another during an activity and helps each student with their communication and social skills. They learn to become more vocal and make friends with one another, plus they come to understand the meaning of teamwork. Providing them with group work also allows them to think more about others instead of themselves.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Working in small groups or with the students individually, as the teacher, gives each student the attention they need, depending on the severity of disorder. For some students who display more prominent qualities of autism, have one-on-one time with them so as to not let them become distracted by other children in the class. Plus, giving them that attention allows the teacher to see what it is they need to be specifically working on with the student (i.e. object identification, speaking).
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Giving complete eye contact to the student you are talking to at all times allows them to see that you are invested in them and their education. It will also force them to look into your eyes as well.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Rewards are definitely encouraged in teaching and help to enforce better learning. A rewards system would prove to be much more helpful on a newer, younger learner, most likely a child who is having a hard time speaking. Having a reward, such as a snack, will allow the child to see what they can have when they learn to say words that they would otherwise not say at all. As they grow older, however, the child needs to be weaned off of the rewards system.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Make the class loud and FUN! The children will only be encouraged and excited when you, the teacher, are excited. If it the class work becomes mundane, there is less of a chance of getting the students into wanting to work and learn.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Since the children are not verbally wired, using sign language in the class is a much easier way to communicate with the students. Being verbal with the signs will make communication easier and they can learn how to say the words once they learn what they are.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Make sure to keep up the pace in the classroom! If the speed in the room begins to slow down for too long, the students will lose momentum and will quit on the teacher faster than if they had been engaged.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Incorporating the students into the lesson keeps them engaged and works on their verbal skills. They learn what it feels like to be important and to learn within the lesson. It makes the lesson more memorable for them and it gives them more of an understand of what they learned.
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Being repetitive is the most important lesson to teaching PDD-NOS children. They do not remember things well and so telling them things more than once, as well as incorporating many different visuals, will allow them to remember what you taught more accurately.

<span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Making sure that each student knows that they doing well and that their progress is seen by YOU! Ways that encouragement can be shown is through:
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Pats on the back
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Clapping
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Cheering
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Giving thumbs up
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">Hugs
 * <span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">High Fives



<span style="color: #12bf12; font-family: Verdana,Geneva,sans-serif;">

<span style="color: #800080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%; text-align: center;">**//Exam Questions//** <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">1. What is the primary skill that is lacking in a PDD-NOS child? <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">a. Writing <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">b. Reading <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">c. Communication <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">d. Walking <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">2. Children showing severe signs of autism are placed under the PDD-NOS category <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">a. True <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">b. False <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">3. What would a PDD-NOS student enjoy most in a class? <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">a. Bright colors <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">b. Routine schedule <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">c. Messy paints <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">d. Circle time <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">4. A PDD-NOS child would enjoy which food for lunch? <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">a. Pizza <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">b. Macaroni and cheese <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">c. Fresh fruit <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">d. Chips <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">5. PDD-NOS children are always teachable <span style="color: #0000ff; display: block; font-family: Georgia,serif; text-align: left;">a. Trueb. False

<span style="color: #800080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; text-align: center;">//**References**//

American Psychiatric Association. Diagnostic and statistical manual of mental disorders. Fourth Edition Text Revision (DSM-IV-TRTM). Washington DC: American Psychiatric Association; 2000. Autism Society. []. Emory Autism Center. []. King-Sears, M., & Bowman-Kruhm, M.. (2010). Attending to Specialized Reading Instruction for Adolescents With Mild Disabilities. //Teaching Exceptional Children,// //42//(4), 30-40. Retrieved April 1, 2010, from ProQuest Education Journals. Matson, J. L., & Rivet, T. T. (2008a). The effects of severity of Autism and PDD-NOS symptoms on challenging behaviors in adults with intellectual disabilities. Journal of Developmental and Physical Disabilities, 20, 41–51. <span style="font-family: arial,helvetica,sans-serif;">Ruble, L., & Akshoomoff, N.. (1 January). Autism Spectrum Disorders: Intervention Options for Parents and Educators. //National Association of School Psychologists. Communique,//29-30. Retrieved April 1, 2010, from ProQuest Education Journals Yale School of Medicine. []. [|http://www1.istockphoto.com/file_thumbview_approve/5823844/2/istockphoto_5823844_vector_kids_hand_and_feet_prints.jpg]