Writing a paper on PDD/NOS?

So I'm writing a paper for Early Childhood Education class in high school about PDD/NOS. I'm having trouble finding things about it all I find is things about autism. Things I need are:

Signs/Symptoms

Age when typically diagnosed

Treatments

Prognosis

Special Accommodations in a preschool setting

Incidence

Also any website links will help or anything else!

Thanks.Writing a paper on PDD/NOS?
Here is a assessment questionaire of PDD, both my sons qualify as significant on it. Scores over 50 are significant, my sons score a 51 and 68.



http://www.childbrain.com/pddassess.html



Dx age: Most at age 2

Prognosis: The earlier intervention the better, usually improve, place on the spectrum isn't static.

Incidence: I have seen 1:250 is considered high functioning/asperger's

tx: OT for sensory integration, SLP usually speech delayed, maybe PT, maybe ECE, music therapy-self-pay, therapeutic riding-self-pay, ABA is usually done for those that are more severe in the spectrum and not done in the typical preschool sp. ed. setting but in a self-contained autism program which a PDD.NOS kid wouldn't qualify for. Social skills training is not done on a preschool level at all, my son began his in 1st grade. Martial arts is not done on a preschool level for sp. needs, usually beginning in kindergarten to first grade.



Accommodations: break card, deep pressure, weights, pressure vest, vestibular movement, preferential seating, additional response time, PECS-picture exhange communication system, American sign language, vibration, wilbarger brushing



signs and symptoms: speech delay, intermittant eyecontact, perseverative repetitive functional interests, aware of surroundings, inconsistant, attention issues, chooses to interact for short periods of time, poor at transitions, visual learner, receptive language delay, anxiety, rigid, tactile defensive, picky eater, meltdowns, echolalia



Stephen Shore is an adult, author, professor, and Ph. D. with asperger's dx PDD.NOS about 45 years ago.



I have met 6 two year olds at age 2 dx with PDD.NOS, none were medicated with anti-depressants, and that isn't even the drug of choice. Now that my oldest is turning 8, we do know some PDD.NOS kids on meds. Most have tried a stimulant for the ADD/HD component, less than half see results with this. Some have tried xanex with good results, those that have tried risperdal have the best results and this is now FDA approved for autism, so isn't off label. Lamictal is sometimes used as a mood stabilizer. The risk of putting a PDD kid on an antidepressant is mania and it isn't done here



Autism speaks sucks!

http://www.asplanet.info

http://www.wrongplanet.net



And the AAPC-autism asperger's publication company

http://www.asperger.net



No offense Katelyn but you are a glassy eyed new grad who has little real application of what and how PDD.NOS is treated. You got the what better than the how. You will soon find that the book knowledge has done little to prepare you for the reality.
It is an off shoot of Autism. This book has a chapter on PDD/ NOS with everything you will need. Writing a paper on PDD/NOS?
If you look on wikipedia or blackle, you should be able to find what you're looking for. Good luck on your paper.
seWriting a paper on PDD/NOS?
PDD-NOS

What it Is



Pervasive Developmental Disorder - Not Otherwise Specified, or PDD-NOS, for short, is a condition on the spectrum that has those with it exhibiting some, but not all, of the symptoms associated with classic autism. That can include difficulty socializing with others, repetitive behaviors, and heightened sensitivities to certain stimuli.



How it's similar to classic autism



Those with PDD-NOS behave like those with classic autism in many ways. First, they are all different (meaning one person with PDD-NOS doesn't act exactly like another; the same holds true for classic autism). When interacting with others, they may appear unemotional or unable to speak, they could have trouble holding eye contact, or they may have trouble transitioning quickly from one activity to the next.



How diagnosis differs



Those with PDD-NOS are different from others on the spectrum in one specific way: While they may exhibit some symptoms of those conditions, they don't fit the bill closely enough to fully satisfy all criteria set by the experts. Perhaps they started having difficulties at a much later age than others on the spectrum. (According to the National Dissemination Center for Children with Disabilities, they are often diagnosed between the ages of 3 and 4 years old.) Or they may have the same challenges — for example, they may be oversensitive to their surroundings — but not to the extreme that others on the spectrum do.



Consequently, those with PDD-NOS are sometimes thought to have a "milder" form of autism, though this may not be technically true. One symptom may be minor, while another may be worse.



What To Do About It



Treatments



According to the Yale Developmental Disabilities Clinic, treating children with PDD-NOS could prove tricky: Sometimes, they may not get the help they need as quickly as those whose behavioral patterns are more clearly definable as autistic. Healthcare providers may not provide a diagnosis of PDD-NOS until after they've considered all the other "types" of autism; in short, they may arrive at their conclusion after essentially a process of elimination.



As with other conditions, it takes a village of doctors, psychologists, teachers, therapists, and family members to arrive at an action plan that would work best for someone with PDD-NOS. A "one-size-fits-all" approach usually doesn't work: A multi-pronged regimen may be the most advisable. These treatments could include:





Various behavioral regimens, including play therapy, Applied Behavior Analysis (ABA), sensory integration therapy, and more



Medications, including anti-depressants



Social skills training, which teaches children how to interact with their peers for specific situations



Alternative therapies such as martial arts therapy, wherein they flex their muscles literally and figuratively (they get stronger and learn how to function in a group setting); music therapy, which has kids learning how to communicate with the help of songs; or facilitated communication, in which children are taught to use computers or other equipment to make their thoughts known, especially if they have trouble expressing themselves verbally. (It supposedly is helpful to some children with PDD-NOS, says the National Dissemination Center for Children with Disabilities.)



Also, I work with kids that have this diagnosis in a preschool setting. The accommodations we have made are that they typically have a para-pro with them at all times, doing ABA therapies with them. We also made sure all the parents were aware that this child would be in the room and that they would have someone with them all the time. Hope this helps.




Hi



PDD-Nos is a form of Autism it stands for pervasive developmental dalay not otherwise specified. There are a lot of Web sited dedicated to PDD-Nos . Wrights law.com is a good oneAutism and Pervasive Developmental Disorder: Fact Sheet



Print this page



Note: This information was published by the National Information Center for Children and Youth with Disabilities (NICHCY) as Fact Sheet Number 1 (FS1) in April 2007. [http://nichcy.org/pubs/factshe/fs1txt.htm]



What is Autism/PDD?



Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.



The different diagnostic terms that fall within the broad meaning of PDD, include:



? Autistic Disorder,

? Asperger’s Disorder,

? Rett’s Disorder,

? Childhood Disintegrative Disorder, and

? Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).



While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.



In the diagnostic manual used to classify mental disorders, the DSM-IV-TR (American Psychiatric Association, 2000), “Autistic Disorder” is listed under the heading of “Pervasive Developmental Disorders.” A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms across three major areas: (a) social interaction, (b) communication, and (c) behavior. When children display similar behaviors but do not meet the specific criteria for autistic disorder (or the other disorders listed above), they may receive a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified, or PDD-NOS.



Autism is one of the disabilities specifically defined in the Individuals with Disabilities Education Act (IDEA), the federal legislation under which infants, toddlers, children, and youth with disabilities receive early intervention, special education and related services. IDEA defines the disorder as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally 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.” [See 34 Code of Federal Regulations §300.8(c)(1).]



How Common is Autism / PDD?



Information from the National Institute of Mental Health and the Center for Disease Control and Prevention (CDC) indicates that between 2 to 6 per 1,000 children (from 1 in 500 to 1 in 150) have some form of autism/PDD. These disorders are four times more common in boys than in girls, although Rett’s Disorder has only been reported and diagnosed in girls.



The causes of autism or PDD are unknown. Currently, researchers are investigating areas such as brain development, structure, genetic factors and biochemical imbalance in the brain as possible causes. These disorders are not caused by psychological factors.



What are the Signs of Autism / PDD?



Some or all of the following characteristics may be observed in mild to severe forms:



? Communication problems (e.g., 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; 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 language that often includes repeated phrases or conversations. Children 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.



What Research is Being Done?



Thanks to federal legislation—the Children’s Health Act of 2000 and the Combating Autism Act of 2006—nearly $1 billion over the next five years (2007-2012) has been authorized to combat autism through research, screening, early detection, and early intervention. The National Institutes of Health and the CDC are the lead entities conducting and coordinating multiple research activities. On the education front, the PDA Center at the University of Washington has several sites around the country that provide training and support to schools and families for students with autism spectrum disorders. Research on instructional interventions for children with a broad range of needs is an ongoing national endeavor.