Inquiry into the Incidence of Hyperlexia in a Statewide Population of Children with Pervasive Developmental Disorder

1985 ◽  
Vol 57 (1) ◽  
pp. 236-238 ◽  
Author(s):  
Larry Burd ◽  
Jacob Kerbeshian ◽  
Wayne Fisher
Keyword(s):  
Word Recognition ◽  
North Dakota ◽  
Pervasive Developmental Disorder ◽  
Cognitive Abilities ◽  
Prevalence Rate ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Reading Skills ◽  
Developmental Disorder ◽  
School Aged Children

Hyperlexia is a condition occurring in a group of children who traditionally have been described as having word-recognition reading skills which far exceed their other language and cognitive abilities. The incidence of this particular skill in a group of children with pervasive developmental disorders had not previously been documented. In the state of North Dakota 68 children who meet DSM-III criteria for pervasive developmental disorders (including autism) have been identified. Four of these children show hyperlexia. This computes to a prevalence rate of 6.6% of school-aged children with pervasive developmental disorders.

Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

2022 ◽  
pp. 448-471
Author(s):  
Duygu Çelik Ertuğrul ◽  
Atilla Elçi
Keyword(s):  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Intelligent System ◽  
Education And Training ◽  
Educational Activity ◽  
Developmental Progress ◽  
The Individual ◽  
And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

scholarly journals Pervasive Developmental Disorders in Iraqi Children

2019 ◽  
pp. 1-8
Author(s):  
Aamir Jalal Al Mosawi ◽  
Keyword(s):  
Mental Retardation ◽  
Asperger Syndrome ◽  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Self Care ◽  
Psychiatry Clinic ◽  
Atypical Autism ◽  
Bowel Control

Background: Pervasive developmental disorders include five chronic disorders marked by early impairment in socialization, communication and behavior. Little is known about the types of pervasive developmental disorders in Iraq. This is a retrospective clinical study aiming at determining the types of pervasive developmental disorders in Iraqi children observed at the pediatric psychiatry clinic in a tertiary pediatric referral center. Patients and methods: During nine months period (November 18th, 2018 to July 18th, 2019), fifty one patients with a diagnosis of pervasive developmental disorders (30 males and 21 females) were observed at the psychiatry clinic at the Children Teaching Hospital of Baghdad Medical City. Their ages ranged from two and half years to twelve years. Results: Thirty two (17 males and 15 females) patients had autism without significant mental retardation as indicated by adequate urine and bowel control and self care skills particularly spoon feeding. Thirteen patients were considered to have atypical autism or Pervasive developmental disorder not otherwise specified (10 boys and 3 girls), in eleven of them, the disorder was considered atypical because of the lack of adequate urine and bowel control and self care skills particularly appropriate spoon feeding indicating significant degree of mental retardation. In one patient, his condition was considered a typical because of the presence of an acceptable eye contact and response appropriately to name in most instances. Three patients had Asperger syndrome including two girls and one boy. Two boys had childhood disintegrative disorder (Heller syndrome), one of them have changes on brain MRI suggestive of cerebral vasculitis. One girl had Rett syndrome and her case and early treatment was published. Conclusion: In this series, typical autism without significant mental retardation accounted for 63%. Atypical autism (Pervasive developmental disorder not otherwise) was the second most common type of Pervasive developmental disorders accounting for about 25%. Asperger syndrome accounted for only 6% of the cases in this series

Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

2018 ◽  
pp. 142-165
Author(s):  
Duygu Çelik Ertuğrul ◽  
Atilla Elçi
Keyword(s):  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Intelligent System ◽  
Education And Training ◽  
Educational Activity ◽  
Developmental Progress ◽  
The Individual ◽  
And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

Autism and other Pervasive Developmental Disorders: Exploring the Dimensional View

1998 ◽  
Vol 43 (6) ◽  
pp. 589-595 ◽  
Author(s):  
Gail Myhr
Keyword(s):  
Diagnostic Criteria ◽  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Autistic Symptoms ◽  
Dsm Iv ◽  
Higher Functioning

Objective: To examine empirical data on children with autistic disorder (AD), Asperger's disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) for continuities or distinguishing features between disorders and to see to what extent the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnostic criteria reflect observed data. Method: Studies were identified in 4 ways. 1) A Medline search from 1976 to the present of articles with the key words autism, pervasive developmental disorder, autistic spectrum disorder, and Asperger; of these articles, those with mesh headings or textwords “cluster,” which identified cluster analyses deriving pervasive developmental disorder (PDD) subtypes, were retained. 2) The Journal of Autistic and Developmental Disorders from 1990 to the present was hand-searched to identify other empirically derived studies on diagnosis, prevalence, classification, and validity of PDD subtypes. 3) Key review articles were searched for their references. 4) The references of all identified articles were searched. Results: Eight cluster studies were retained for their relevance to diagnostic issues, as were 7 empirically derived studies delineating clinical characteristics of children with AD, Asperger's syndrome, or PDD-NOS. Data suggest that children with PDD may fit into 1 of 2 overlapping groups, including a lower-functioning group with greater developmental compromise, social aloofness, and a greater number of autistic symptoms and a higher-functioning group with higher IQ, fewer autistic symptoms, and more prosocial behaviour. The PDD subtypes resemble each other and can be seen as existing on a continuum, differing only by degree of impairment. Conclusion: Children exhibiting the triad of autistic impairments can be seen as suffering from disorders on a PDD continuum. While the DSM-IV does identify a lower-functioning autistic group (AD), the higher-functioning group is less well served. Asperger's disorder as defined in the DSM-IV is not clearly distinguishable from AD and PDD-NOS, and the PDD-NOS subcategory is not operationalized. Further research is required to elaborate criteria for the higher-functioning PDD group, and measures related to etiology, outcome, and treatment response may help determine which diagnostic criteria can meaningfully separate one disorder from another.

scholarly journals Psychosocial Care Centers and the profile of pervasive developmental disorder cases in Brazil, 2014-2017

2021 ◽  
Vol 31 (2) ◽  
Author(s):  
Jeane Tomazelli ◽  
Conceição Fernandes
Keyword(s):  
Information System ◽  
Pervasive Developmental Disorder ◽  
Autistic Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Psychosocial Care ◽  
Age Group ◽  
Communicative Practices ◽  
Unified Health System

Abstract The study describes the profile of children and adolescents with pervasive developmental disorders (PDD) attended at the Psychosocial Care Centers (CAPS) and professionals from these establishments in Brazil and regions. It uses data from the Outpatient Information System of the Unified Health System (SIA/SUS) and the National System of Health Establishments System (SCNES) in 2014-2017. The SIA/SUS was deterministically linked with the SCNES, based on the establishment number. PDD cases were individualized using a variable coded SUS card; 18,852 diagnoses of PDD were recorded in CAPS, most of them by spontaneous demand, 73.2% performed in CAPSi, 50.3% in the age group of 1-6 years old, 80% male and highest proportions of females over 13 years (p <0.001). PDD was not specified in 54.3% of the diagnoses; autistic disorder was the most common PDD (27.2%). Professional teams vary by CAPS type; Procedures of communicative practices and psychosocial rehabilitation were not expressive (10.3%). It was concluded that studies are necessary to clarify a high spontaneous demand, to understand treatment outside CAPSi and to define parameters to evaluate if the procedures used are appropriated for the therapeutic project and possibilities monitoring and evaluate the care of people with PDD.

Health Care Costs and Utilization Rates for Children with Pervasive Developmental Disorders in North Dakota From 1998 to 2004: Impact on Medicaid

2009 ◽  
Vol 24 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Chun-Zi Peng ◽  
Preston Hatlestad ◽  
Marilyn G. Klug ◽  
Jacob Kerbeshian ◽  
Larry Burd
Keyword(s):  
Health Care ◽  
North Dakota ◽  
Health Care Costs ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Care Costs

scholarly journals Association of maternal developmental disorder traits with child maltreatment

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
T Fujiwara
Keyword(s):  
Child Maltreatment ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Adult Adhd ◽  
Developmental Disorder ◽  
Rating Scale ◽  
Self Report ◽  
Linear Regression Models ◽  
Maternal Characteristics ◽  
Child Mistreatment

Abstract Objective Maternal mental disorders are known risk factors for child mistreatment. However, little is known about the involvement of maternal developmental disorder traits. The aim of this study was to examine maternal traits related to Pervasive Developmental Disorder (PDD) and Attention Deficit Hyperactivity Disorder (ADHD), and their possible association with child maltreatment. Methods Maternal PDD and ADHD were assessed through a self-administered questionnaire (N = 846) during mid-pregnancy using the Pervasive Developmental Disorders Autism Society Japan Rating Scale (PARS) and Adult ADHD Self-Report Scale (ASRS). The mothers completed another questionnaire on child mistreatment when the offspring was approximately 18 months of age. The associations between maternal PDD and ADHD traits and child maltreatment score were analyzed using linear regression models adjusted for covariates. Results Mothers who exhibited stronger PDD traits showed significantly higher child maltreatment score, even after adjustment for maternal characteristics at baseline and ADHD traits. At the same time, ADHD traits were significantly associated with child maltreatment after adjustment of covariates, although the association became non-significant after adjustment of PDD traits. Conclusions Mothers who showed PDD and ADHD traits during pregnancy were more likely to maltreat their children. It is essential to educate mothers with such traits with appropriate, easy-to-follow childcare instructions, preferably in simple language combined with pictorial aids. Key messages Maternal developmental disorder traits are risk factor of child maltreatment. Specific parenting training intervention for mothers with developmental disorders are needed.

scholarly journals Evidence based case report: Pyridoxine supplementation in children with pervasive developmental disorders

2014 ◽  
Vol 54 (3) ◽  
pp. 186
Author(s):  
Sekarpramita Darmaputri ◽  
Tjhin Wiguna
Keyword(s):  
Serotonin Receptors ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Social Withdrawal ◽  
Neurodevelopmental Disorder ◽  
Psychotropic Medications ◽  
The Other ◽  
Evidence Based ◽  
Atypical Autism

Pervasive developmental disorders (PDD)is defined as a neurodevelopmental disorder,c haract erized by social withdrawal,communication deficits, and repetitivebehaviors. PDD include autistic disorder, Rett'ssyndrome, childhood disintegrative disorder, Asperger' ssyndrome, and pervasive developmental disorder nototherwise specified or atypical autism.1 Update ofepidemiological studies published between 1966 and2006 show reports of estimated prevalence for autismhas varied between 3 .31 and 86 children per 10,000, 2and predominantly occurs in males than females(male:female ratio = 4: 1) .3There is a hypothesis that behavioral problemsin children with pervasive developmental disorderare highly associated with the neurotransmitterimbalances. Therefore, psychotropic medications (eg.atypical antipsychotics, selective serotonin reuptakeinhibitors, and psychostimulants), which work ondopamine and serotonin receptors, are the FDAapprovedmedications for PDD.4 On the other hands,the use of novel, unconventional, and/or off- labeltreatments associated with the n eurotransmitterspathway for children with POD is increasing andmore common.

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