1. Sometimes referred to as “atypical PDD” or “atypical Autism”

2. What is PPD-NOS? Links to consider- this women explains pdd-nos http://www.youtube.com/watch?v=AB76yyju_Qg http://www.youtube.com/watch?v=AB76yyju_Qg This is a child with pdd-nos http://www.youtube.com/watch?v=yJpvTWxwqb0 http://www.youtube.com/watch?v=yJpvTWxwqb0 There is a lot of other you tube videos with pdd- nos children.

3. Language delays in development PDD-NOS children may have a developmental delay in language Babble or echolalia may be present in some cases. In other cases there may be no babbling. they do not speak when age appropriate. Once Verbal communication begins: limited vocabulary, repetitive-rigid language, narrow interest, uneven language development or poor nonverbal communication.

4. Language continued They may take language literally If there is some language it is easier to expand their language then a non verbal child. They don’t use gesture or show facial expressions. Ex: something may hurt them but they wont show the expression for pain.

5. Language Strats Label objects/ name objects Expand on the child’s words. Example: “car” you want to play with the toy car? Follow the child’s lead, they are interested while you talk Encourage imitation of sounds/gestures Answer them as they speak… a reward for doing so.

6. Read to your child- Books with repetition- dr. seuss, or picture books. Play language building games. -Cards mix and match -What's missing in this picture? -An ipad or tablet- Tons of game programs and story programs etc.

7. Cognitive Development In early child hood the capacity for focusing/shifting our attention, using memory, use of language in a functional way and our sensory processing may be effected in children with pdd- nos. Children with pdd-nos may have an issue with generalizing concepts and language. Ex-all cars are trucks.

8. Cognitive Continued Children with pdd-nos may not exhibit this severity of autism. They may have A-typical or high functioning autism. Meaning strong in the cognitive area but extremely poor in another area such as socializing. (mild form of autism). Problems with symbolic or abstract thought. Issues with imitation, word gestures.

9. Cognitive continued Trouble using information already learned Extreme responses to emotions. Un reasonable fears. In appropriate responses to social situations, crying when something is happy. Being happy when something is sad.

10. What a teacher should know... Everyone with pdd-nos is an individual. No two alike. There may be a less severity in the child then autism but not like Aspergers. Trouble with verbal cues, increase the visual prompts. Increase the written instructions for the student, in class and home work. May need learning support in the classroom but most likely will need social support outside the classroom.

11. Teachers should know... Behavioral issues arrive for children with pdd-nos when they are struggling to understand a concept, situation etc. In a special Ed. And regular Ed. Classroom the child needs structures and routines. Use the same strategies as for a child with autism. Keep lines of communication open between parents/teachers etc.

12. From autism-help.org Case Illustration of pdd-nos Leslie was the oldest of two children. She was noted to be a difficult baby who was not easy to console but whose motor and communicative development seemed appropriate. She was socially related and sometimes enjoyed social interaction but was easily over stimulated. She was noted to exhibit some unusual sensitivities to aspects of the environment and at times of excitement exhibited some hand flapping. Her parents sought evaluation when she was four years of age because of difficulties in nursery school. Leslie was noted to have problems with peer interaction. She was often preoccupied with possible adverse events. At evaluation she was noted to have both communicative and cognitive functions within the normal range. Although differential social relatedness was present, Leslie had difficulty using her parents as sources of support and comfort. Behavioral rigidity was noted, as was a tendency to impose routines on social interaction. Subsequently Leslie was enrolled in a therapeutic nursery school where she made significant gains in social skills. Subsequently she was placed in a transitional kindergarten and did well academically, although problems in peer interaction and unusual affective responses persisted. As an adolescent she describes herself as a `loner’ who has difficulties with social interaction and who tends to enjoy solitary activities.

13. Behavioral Characteristics Typically do not copy or mimic adults or role models Engage in activities without displaying expressions or facial interactions. Generally avoid games and activities which require imitation Learn to “read” others expressions despite the use of gestures by themselves May demonstrate happiness, anger or sadness without the use of facial expressions which typically accompany the emotions

14. Unusual Behavioral Patterns Resistant to change Easily upset by environmental changes Ritualistic or compulsive behaviors which involve rigid routines or repetitive acts Abnormal attachments to objects Sensory experiences initiate unusual responses Can sometimes be mistaken for hearing or visual impairments Physical motor milestones may be delayed but typically develop within the normal range.

15. Speech and Language Development No set pattern of symptoms or signs Very wide range of diversity Delayed language development depending on severity Typically communicate through gestures with lack of facial expression Impairment in the development of reciprocal social interaction or verbal and non verbal communication skills

16. Impairment in Speech Development Many infants do not babble, or may begin to babble during the first year then stop. During speech development abnormalities become evident such as echolalia. Speech production may be impaired Robotic, monotonous, with little emphasis or emotional expression Pronunciation issues are common Abnormal grammar is frequently displayed

17. Interpreting language impairments Severe cases of PPD-NOS combined with mental retardation typically cannot develop the ability of speech Children with less severe PPD-NOS may be able to follow simple speech patterns if accompanied by gestures. Most children suffering from PPD-NOS fail to understand or comprehend true meanings when language is spoken in the form of humor, sarcasm, common sayings, etc. Cannot determine the literary meaning

18. Social Characteristics There is a significant impairment of social interaction, communication, or behavior patterns or interest which are recognizable before the age of 3 Deficits appear in social skills and in peer relationships Hyper or hypo-sensitivity is displayed Unusual sensitivities to environment Easily over stimulated Sometimes demonstrate difficulty using parents as sources for comfort or support

19. Deficits in Social behavior Infants tend to avoid eye contact and demonstrate little interest in the human voice Seem indifferent to affection Do not initiate contact with caregivers As they grow, they may enjoy the occasional contact passively, such as a tickle, but they do not develop attachments. Typically do not display separation anxiety Approach strangers with the same attitude as caregivers Display a lack of interest in other children Have difficulty understanding social relationships

20. Successful Teaching Strategies Although there is no “cure”, research demonstrates a variety of strategies can be implemented which have a successful impact on the students overall performance Use of these evidence based practices and intervention techniques can significantly improve outcomes Most interventions can be implemented in the regular curriculum development although the plans must be individualized to the student’s individual needs

21. Classroom strategies Visual supports (i.e. visual schedules, PECS, etc) Social stories and comic strip conversations Environmental supports Observe the child’s behavior during play to assist in encouraging the best interaction opportunities Implement lessons which provide opportunities for social skill development Practice talking, sharing, playing and working with normal developing peers

22. Special Services Common therapy services which can be implemented into the daily routine can greatly enhance the students chances for success Common intervention services include: Creation of an Applied Behavior Analysis Discrete Trial Instruction Method Speech and Language Services Physical and Occupational Therapy

23. Sources Youtube.com for videos http://specialchildren.about.com/od/pddnos/a/PD Dschool.htm http://specialchildren.about.com/od/pddnos/a/PD Dschool.htm http://understandingautism.org/uaorg_1FACT/UA ORG_2.cognitive.html http://understandingautism.org/uaorg_1FACT/UA ORG_2.cognitive.html http://lifedevelopmentinstitute.org/special- education-programs/autism-school/ http://lifedevelopmentinstitute.org/special- education-programs/autism-school/ http://autism.wikia.com/wiki/PDD-NOS

24. Additional sources http://www.nationalautismresources.com http://www.autism-help.org http://www.autismspeaks.org