Autism and Pervasive Developmental Disorder-NOS (not otherwise specified) are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism and PDD-NOS are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others.

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

Educational Implications

Early diagnosis and appropriate educational programs are very important to children with autism or PDD.  Educational programs for students with autism or PDD focus on improving communications, social, academic, behavioral, and daily living skills.  

Structuring the classroom environment to be consistent and predictable, presenting information through both visual and verbal channels, and interaction with nondisabled peers are important components of programs for students with autism or PDD.  To overcome frequent problems in generalizing skills learned at school, it is very important to develop programs with parents, so that learning activities, experiences, and approaches can be reinforced at home and in the community.

Related services are of great importance, and the multidisciplinary approach is crucial. Appropriate people such as speech and language therapists, physical and occupational therapists, and medical specialists need to work closely with classroom teachers and parents. Because of problems with skill generalization, related services are best offered during the natural routine in the school and community rather than removing a student from class for isolated therapy.

Specialized adult support services in employment and living arrangements in conjunction with an educational program to meet a student's individual needs can assist children and adults with autism to live and work in the community.

The following characteristics may be present in mild to severe forms:

• Difficulty using and understanding language;
• Difficulty in relating to people, objects, and events;
• Unusual play with toys and other objects;
• Difficulty adjusting to changes in routine or familiar surroundings; and/or
• Repetitive body movements or behavior patterns.