My friend's son has been diagnosed with PDD - NOS...?

Question

He does rarely communicate whether thru speech or gestures - he seems to be in his own world - babbling and cooing and then followed by deep thought - he rarely speaks and that too one or two word and most of the time also not in context - he is 4 years now - he does not respond when asked his name or to accpet a gift or told to kick a ball - when he is hungry he just goes and fethches the food himself - if he does not find the food he tries to attract attention by pulling his mother and making continuous sound - the sound he makes is sort of musical...

What is the prognosis of this condition and what medication or treatment optins are available? Can anyone help? Is it possible he does can't hear and can't speak or he is just not trying to do that as he seems to ignore everything around him....

Answer 1

PDD is very closely related to autism in young childern... the NOS is Not Otherwise Specified
and this may mean that the doctors are still trying to classify his type of the affliction or that they can not fit it into any kind of typical definition that exists..
Here is a couple links that describe the illness in detail.
http://www.childbrain.com/pdd.shtml
http://www.autism-pdd.net/
Best of Luck to All :)

Answer 2

There is help. There are special programs for him in school with a diagnosis of PDD-NOS. This diagnosis means that he didn't meet "every" criteria of any of the "pdd" disorders. There are certain organizations like your local Autism Society that may be able to give your friend some valuable advise. You friend may also be eligible for a disability that they can put towards special programs which are a much better route then medications (although meds do have there place don't resort to them until you have investigated all other options). Tell your friend not to get discouraged, that life goes on and they can handle this. Sounds Corny, but, God never gives you more then you can handle. I'm living proof.

PS - excellent advise from the previous answer!

Answer 3

i'm dealing with a similar element with a pupil in my classification. i understand that his violence is coming from his frustration with the aid of his lack of ability to communicate mutually with his fellow scholars a me, the instructor. one element that has worked for me is to call for a lot less of him than the different scholars. as an celebration, in the adventure that they are doing ten math complications, he would do 5. i'm a pre-ok instructor so my lesson aims are diverse, i do not actually assign math complications that way yet i'm attempting to equipment my answer in the route of your son. also, he would desire to take a damage from his friends, or his paintings, or maybe the full lecture room ecosystem. He needs an area to bypass, which includes a source room, because now and again the conventional noisy lecture room is amazingly overwhelming for some little ones. I also communicate with the pupil to allow him understand what my expectancies are, which includes; we will music classification, i desire you're taking a seat and hear the music instructor and there'll be no hitting in case you're in college. i take advantage of stickers, anytime he's in a position to do an interest with out hitting he receives a sticky label, activities contain lunch, specials, total crew paintings, small crew paintings, etc. It would not could be stickers yet you get the idea. To be honest, the instructors desire to pay better interest so as that they capture the triggers. Triggers are the failings that are causing him to react with anger or violence. If someone is speaking too loud beside him, which will be a series off, it replaced into for my pupil. which couldn't be between the triggers on your son, yet it really is what the instructors desire to ascertain, what triggers are placing him off. in case you may ascertain that out, then you absolutely can lessen them, which will lessen the undesirable behaviors. Sorry i understand that's lengthy in case you want any better options, help, or merely prefer to communicate deliver me an e-mail. reliable success

Answer 4

My son (4 years) has it as well, and all I can say is that ABA therapy is changing his life! Read about it, tell your friend about it, learn your local resources for it. It is the only proven, studied, evidence-based treatment for autism, and the earlier it's started the better the prognosis. It is working great for my son.

Answer 5

As the other answer stated, PDD-NOS is a condition similar to autism and the educational approaches work working with both are often similar. About the prognosis, with a quality education and committed/knowledgeable parents and family members, I would say it can be good.

To help your friend's child maximize his potential, I would recommend the following educational approaches. Since every child is different, these may or may not apply to your situation or work for you. I would encourage you to keep trying and find a system that works for you friend and their family. She may have already done so, but I would also recommend keeping in close contact with the child's teacher and school to make sure that he is getting the support needed. Hope this helps!

- Recognize your child's strengths and interests and use these as opportunities for education (for example, if your child is very interested in Star Wars, you can teach math problems about Star Wars, make cleaning up into a game about Jedi powers, etc.) You never know when an interest may turn into a possible career option for the future (I recently read a book written by a man with Asperger's who made his childhood interest in "The Wizard of Oz" into seveal job opportunities! ["Demystifying the Autistic Experience" by William Stillman"]) (Source #1)

- People with autism/Asperger's are often visual learners and learn well with pictures, charts, step-by-step written instructions, etc. (Source #1)

- Consider reading books by authors with Autism/Asperger's (while these are often geared towards adults, I think they offer valuable information) Authors to consider include Temple Grandin, Edgar R. Schneider, Jerry Newport, Stephen Shore, and William Stillman (Source #1)

- I would also advise you to often require him to look at your or participate in some activity with you. Just anything so that he is engaged with you. If he does not respond, you could repeat your instruction, wait, then (if necessary) gently prompt him physically to give you a high-five by touching your hand to his or something like this. Then, when he does it, reinforce this behavior with lots of praise and perhaps a small portion of a favorite snack or something else he likes. It is importnat that he is engaged with a person or an activity (such as reading or a puzzle, etc) on a somewhat frequent basis. That being said, he also will most likely need some time where he is allowed to relax and "be engrossed in his own world." You may also want to develop a system where he can say one word or hand you a card with the word "break" written on it so that he can tell you when he is feeling overwhelmed and needs a break from the situation or activity. (Source #1)

- To motivate him to use language, you could, for example if you know he wants juice, don't just give it to him becuase you know that's what he wants. Have him say, "juice," or if he is not ready for that yet, just the first sound of the word before you give him any juice. Gradually, very slowly, require him to say additional words such as, "want juice," then "want juice please," then "I want juice please, etc." before you give him the juice. Start with him requesting with one word for most of the things he wants (and keep this up for a long while), before starting to require sentences for any items. (Source #1)

- "Many children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think there needs to be much more emphasis on developing the child's talents. Talents can be turned into skills that can be used for future employment." (Source #2)

- "Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in many different locations. If he is taught in only one location, the child will think that the rule only applies to one specific place." (Source #2)

- "I interpret language literally. It's very confusing for me when you say, 'Hold your horses, cowboy!' when what you really mean is 'Please stop running.'" (Source #3)

- "A visual schedule is extremely helpful as I move through my day. Like your day planner, it relieves me of the stress of having to remember what comes next, makes for smooth transitions between activities, and helps me manage my time and meet your expectations." (Source #3)

- "Try to identify what triggers my meltdowns. This is termed 'the antecedent.' Meltdowns, blowups, tantrums or whatever you want to call them are even more horrid for me than they are for you. They occur because one or more of my senses has gone into overload. If you can figure out why my meltdowns occur, they can be prevented." (Source #3)

- "Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. I may not be good at eye contact or conversation, but have you noticed I don't lie, cheat at games, tattle on my classmates, or pass judgment on other people? ... I probably won't be the next Michael Jordan, but with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh. They had autism too." (Source #3)