Next Steps: A Guide for Families New to Autism Spectrum Disorders

What are Pervasive Developmental Disorders?

Pervasive Developmental Disorders (PDD) is the “umbrella term” for a group of disorders that includes Autism, Asperger’s Disorder, Childhood Disintegrative Disorder, Rett’s Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). According to the Diagnostic and Statistical Manual for Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR), published by the American Psychiatric Association, individuals receive the diagnosis of PDD-NOS when they do not meet criteria for a specified PDD but exhibit related symptoms.

What Causes Autism?

Autism has no single cause. It was once thought to be a psychological disorder caused by traumatic experiences, leading to emotional and social withdrawal. Today, researchers believe that several genes, possibly in combination with environmental factors may contribute to autism. Some studies of individuals with autism have also shown abnormalities in several regions of the brain. While these findings are substantial, they require further study.

How Can Autism Be Treated?

provided a clearer understanding of the disorder and has led to better treatments and therapies. Early and appropriate interventions can significantly improve the quality of life for individuals with autism. The majority of individuals with ASD will continue to exhibit some symptoms in varying degrees throughout their lives.

The most effective programs share an emphasis on early, individualized and systematic interventions. To accommodate the diverse needs of individuals with ASD, effective approaches should be flexible, re-evaluated regularly, and provide the child with opportunities for generalization. Parents should investigate treatments thoroughly as there is no single treatment proven effective for all children with ASD. Therefore, intervention programs should incorporate a variety of effective practices tailored to meet the specific needs of your child. Considerations when selecting treatments should include a variety of factors, including how the intervention will affect the child, as well as the entire family.

At the request of the U.S. Department of Education’s Office of Special Education Programs, the National Research Council appointed a committee to analyze available scientific evidence related to educational intervention for young children with ASD. The committee developed a report that outlines recommendations for educational programming for children with ASD. Their recommendations for educational intervention are summarized on the following page.

The Future

Much has been learned about ASD in the last ten years. Now, with appropriate treatment, many people with autism are active, participating members of their communities. People with ASD can learn to compensate for and cope with their disability, often quite well. While each individual is unique, it may help to know that:

• Many children with ASD are learning in regular education classrooms with their peers.
• Students with ASD may choose to continue their education beyond high school. Some people with ASD graduate from college.
• Adults with ASD, even those who face challenging symptoms, are capable of holding jobs in the community.
• More people with ASD are living in a home or community of their own rather than institutions.
• People with ASD receive assistance and support in the natural settings of daily life (at school, on the job, and in their homes).
• People with ASD are becoming self-advocates. Some are forming networks to share information, support each other, and have their voices heard in the public arena.
• More frequently, people with ASD are attending and/or speaking at conferences and workshops on autism.
• People with ASD are providing valuable insight into the challenges of this disability by publishing articles and books and by appearing on television specials about their lives and their disabilities.