The diagnostic category pervasive developmental disorders (PDD), as opposed to specific developmental disorders (SDD), refers to a group of disorders characterized by delays in the development of multiple basic functions including socialization and communication. The most commonly known PDD is autism. Parents may note symptoms of PDD as early as infancy and typically onset is prior to 3 years of age. PDD itself generally does not affect life expectancy. However, PDDs are correlated with poverty, suicides, crimes, and a variety of medical problems.

Symptoms of PDD may include communication problems such as:

• Difficulty 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
• Repetitive body movements or behavior patterns

Autism, a developmental brain disorder characterized by impaired social interaction and communication skills, and limited range of activities and interests, is the most characteristic and best studied PDD. Other types of PDD include Asperger's syndrome, childhood disintegrative disorder, Rett syndrome, and PDD not otherwise specified (PDD-NO.

Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident as well. Unusual responses to sensory information – loud noises, lights – are also common.

Some clinicians use PDD-NOS as a "temporary" diagnosis for children under the age of 5, when for whatever reason there is a reluctance to diagnose autism. There are several justifications for this: very young children have limited social interaction and communication skills to begin with, therefore it can be tricky to diagnose milder cases of autism in toddlerhood. The unspoken assumption is that by the age of 5, unusual behaviors will either resolve or develop into diagnosable autism. However, some parents view the PDD label as no more than a euphemism for autistic spectrum disorders, problematic because this label makes it more difficult to receive aid for early intervention.

Thanks for this well-written thread.  My son appears to be PDD-NOS and it seems not to get the same urgency from school/medical officials as an autism diagnosis.  I still get "he will grow out of it" advice from school special ed administrators when it is clear to me from a clinical point of view that he clearly meets the diagnosis for PDD-NOS.  We are trying to fight for ABA therapy, but it is not easy.  Luckily we have a great developmental pediatrician backing us up.  The pediatrician would rather describe PDD-NOS simply as mild autism since it seem to get more attention.  Should there even be a PDD-NOS diagnosis?  Should everything be included in the autism spectrum?

I think that the reason why ASD (autism spectrum disorder) seems not to get the attention from teachers and schools, is mostly for two reasons: One, money. It means the school would have to set aside a facility for these special needs kids, make their environment safe for their particular needs, and this will lead me to number two: Training. It is easier to care for mainstream kids, teach them their ABC'S and 123's and progress at an age appropriate level. With special needs kids, there are behavioural and emotional factors that are not an issue in mainstream teaching. It is indeed a special teacher that can teach our special angels. I already have seen with just my own two children who attend two different schools in two different towns within the same county, go through many teachers who burnt out. This year alone, my son has had four teachers, two of which did not last a month.

By LAW, your son is entitled to a public education. He is entitled to an environment that suits his needs, whether it is a ramp for wheelchairs, an allowance of a guide dog for blind students, or a shadow (often called techs, an assistant that is there solely for that child).

Most government and educational entities will try to bully you, tell you 'no' and that there are no funds available. Your son is ENTITLED to these adjustments. Threaten to sue. (that is what I had to do) Take your story to the news, both in print and television. Your story would be under what they would call 'human interest'. Don't give up. First try locally. Then state wide, then nationally. Try writing to your papers (also in that order). Don't get too emotional, though. Most papers won't want to follow up on a hysterical or too emotional parent. Stick more to facts. Document to whom you speak, whether school's principal or superintendant, or people at social services. Document your appointments, with whom, what was discussed, and what the outcome was. I did a share a while back about the lack of fencing and downed limbs on my son's school property. I had pictures and I told everyone about this dilema. I got a partial victory in that instance, but it is a start. The idiot super in that school district is leaving in a few weeks, and I am anxiously awaitng the new arrivial.

Most of the school board does not like me because I get in their faces. I bite back. I am not rude, but I don't take 'no'.

I know this is lengthy, but I was fortunate enough to have a lot of help and support when both my kids were diagnosed. My son in 2004 and my daughter in 2005. I am just trying to pass on some of what was told to me and what I spent months figuring out for myself.

The purpose of this group is for those who have an autistic loved one, child, grand child, sibling, student, whatever, to come here to a positive minded group, where questions, victories, regresses, and just those days that make you go aaaaarrrrgggghhhh are met with compassion, respect, and even maybe a bit of 'oh yeah, been there done that, bought the T-shirt stand.' Sometimes we even have stories of humour, and just 'too cute' moments.

Welcome, and I look forward to hearing from you.


KS