Autism & Pervasive Developmental Disorder

Autism and PDD affect approximately 5 to 15 out of every 10,000 births(2). These disorders are more common in boys than girls (4 boys to every 1 girl). Autism spectrum disorders sometimes run in families and the risk of having a second child with autism is approximately 5% or 1 in 20, which is greater than the risk for the general population¹.

The following list includes some of the symptoms that are characteristic of children with autism spectrum disorders:

Communication

• Language development may be delayed
• Some children with autism spectrum disorders develop spoken language skills while others do not and may use alternative forms of communication (e.g. picture communication systems, sign language)
• Some children may begin to vocalize early in development, but then lose that skill
• Difficulty using and understanding language
• Difficulty communicating basic wants and needs
• May develop the ability to repeat others' words and phrases rather than respond spontaneously with their own words
• May exhibit decreased use of language for a variety of functions such as requesting and commenting with stronger skills in naming
• Limited range of topics and difficulty with abstract concepts

Play

• Limited number of play interests
• Difficulty engaging in pretend play
• Difficulty imitating actions of others
• May not initiate play with others
• Play with toys / objects in unusual ways
• Repetitive play skills, body movements or behavioral patterns

Social Interaction

• Respond inconsistently and indifferently to people and their environment
• Difficulty relating to people, objects, and events
• May have difficulty with eye contact
• May show unprovoked emotional behavior such as crying, silliness, tantrums, without understandable reason
• Unusual social interactions with others
• May have strong reactions to unpredictable events, changes in daily routines, or unfamiliar surroundings

Behavior / Sensory-Motor

• May exhibit extreme, inconsistent and / or unusual responses to sensory information such as loud noises, lights, certain textures of food or fabrics, etc.
• May focus intently on one object and / or activity or, on the other extreme, have difficulty focusing their attention on an activity, object, and / or person
• May engage in self stimulatory behaviors such as rocking, teeth grinding, licking, hand flapping, etc.
• May be awkward in their movements, and have difficulty coordinating fine and gross motor movements
• May be delayed in their development of gross and fine motor skills (e.g. crawling, walking, running, grasping objects, speech)

Therapy programs should be individually tailored and take into account the strengths and challenges of each child. Often, therapy programs for children with autism and PDD are structured and consistent so as to facilitate the predictability many children with autism spectrum disorders crave. Therapy focuses on improving communication, social, play, academic, behavioral, sensory, and daily living skills with a combination of verbal and visual supports. Children with autism spectrum disorders do well with individual therapy with carry over at home, as well as from learning within a group context with typically developing peers as models. Early intervention is highly recommended.

• Start your child in a speech-language therapy program as soon as you begin to notice symptoms. Actively participate in therapy sessions so you can reinforce at home what your child learns in therapy.
• Obtain a thorough evaluation from a professional experienced in the area of autism spectrum disorders. These professionals include but are not limited to speech-language pathologists, neurologists, occupational therapists, and psychologists.
• Learn as much as you can about autism and PDD. Talk to professionals and parents familiar with autism spectrum disorders, or look up books and research articles at your local library.
• Keep updated on the latest research and methods of intervention.
• Learn about resources for your child (e.g. financial, educational) through community and state agencies.
• Be an advocate for your child to obtain the services she or he requires in order to meet his or her full potential.