Pervasive Developmental Disorders Health Article

Definition

Pervasive developmental disorders include five different conditions: Asperger's syndrome, autistic disorder, childhood disintegrative disorder (CDD), pervasive developmental disorder not otherwise specified (PDDNOS), and Rett's syndrome. They are grouped together because of the similarities between them. The three most common shared problems involve communication skills, motor skills, and social skills. Since there are no clear diagnostic boundaries separating these conditions it is sometimes difficult to distinguish one from the other for diagnostic purposes.

Asperger's syndrome, autistic disorder, and childhood disintegrative disorder are four to five times more common in boys, and Rett's syndrome has been diagnosed primarily in girls. All of these disorders are rare.

Asperger's syndrome

Children afflicted with Asperger's syndrome exhibit difficulties in social relationships and communication. They are reluctant to make eye contact, do not respond to social or emotional contacts, do not initiate play activities with peers, and do not give or receive attention or affection. To receive this diagnosis the individual must demonstrate normal development of language, thinking and coping skills. Due to an impaired coordination of muscle movements, they appear to be clumsy. They usually become deeply involved in a very few interests which tend to occupy most of their time and attention.

Autistic disorder

Autistic disorder is frequently evident within the first year of life, and must be diagnosed before age three. It is associated with moderate mental retardation in three out of four cases. These children do not want to be held, rocked, cuddled or played with. They are unresponsive to affection, show no interest in peers or adults and have few interests. Other traits include avoidance of eye contact, an expressionless face and the use of gestures to express needs. Their actions are repetitive, routine and restricted. Rocking, hand and arm flapping, unusual hand and finger movements, and attachment to objects rather than pets and people are common. Speech, play, and other behaviors are repetitive and without imagination. They tend to be overactive, aggressive, and self-injurious. They are often highly sensitive to touch, noise, and smells and do not like changes in routine.

Childhood disintegrative disorder

Childhood disintegrative disorder is also called Heller's disease and most often develops between two and ten years of age. Children with CDD develop normally until two to three years of age and then begin to disintegrate rapidly. Signs and symptoms include deterioration of the ability to use and understand language to the point where they are unable to carry on a conversation. This is accompanied by the loss of control of the bladder and bowels. Any interest or ability to play and engage in social activities is lost. The behaviors are nearly identical with those that are characteristic of autistic disorder. However, childhood disintegrative disorder becomes evident later in life and results in developmental regression, or loss of previously attained skills, whereas autistic disorder can be detected as early as the first month of life and results in a failure to progress.

Pervasive developmental disorder not otherwise specified

The term pervasive developmental disorder not otherwise specified (PDDNOS) is also referred to as atypical personality development, atypical PDD, or atypical autism. Individuals with this disorder share some of the same signs and symptoms of autism or other conditions under the category of pervasive developmental disorders, but do not meet all of the criteria for diagnosis for any of the four syndromes included in this group of diseases. Because the children diagnosed with PDDNOS do not all exhibit the same combination of characteristics, it is difficult to do research on this disorder, but the limited evidence available suggests that patients are seen by medical professionals later in life than is the case for autistic children, and they are less likely to have intellectual deficits.