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Pervasive DEvelopmental Disorder
Pervasive Developmental Disorders is a spectrum of disorders that include Autism, Rett's Syndrome, Childhood Disintegrative Disorder, Asperger's Disorder and Pervasive Developmental Disorder, Not Otherwise Specified. These disorders are characterized by severe and pervasive impairments of reciprocal social interaction, communication and stereotyped behavior, interest and activities.
Autism
Autism is a developmental disorder that affects many aspects of how a child views and learns from his environment. Autism and other forms of Pervasive Developmental Disorder (PDD) are said to result from the abnormality of the brain structure and function. Since Autism has not been reliably detected through brain scan and other medical tests, the cause is still unknown.
Autism is generally detected and diagnosed at the age of 3 when children start to show marked deficits in developmental areas such as communication, selective social attachments of reciprocal interaction, and symbolic or imaginative activities noticeable while playing.
It is estimated that Autism affects 1 out of every 166 children born worldwide regardless of race, culture, parental characteristics or socioeconomic status. Eighty percent of those affected are boys. About 75% of these children have some degree of mental retardation.
In early detection of developmental disorders, a diagnosis of “Pervasive Developmental Disorder, Not Otherwise Specified (PDD, NOS),” could later lead to the diagnosis of Autism. However, PDD, NOS may sound better but should not be taken lightly.
APPLIED BEHAVIOR ANALYSIS
Applied Behavior Analysis ( ABA ) is the scientific study of human behavior and its functional relationship with the environment. It is believed that autism is a syndrome of behavioral deficits and excesses that have a neurological basis but can be changed by altering environmental events through a carefully designed program.
Fundamentally, ABA is a teaching procedure that breaks down the acquisition of behavior to build social and useful behaviors and reduce undesirable ones. Studies claim that autism is a disorder characterized by behavior deficit and excesses that have a neurological basis. If the behaviors are effectively addressed, these behaviors are responsive to change.
Research has proven that children with autism do not learn readily from a typical environment. ABA is designed to teach each behavior systematically by presenting a specific cue or instruction. Prompts (cues) may be given to initiate a positive response but are faded out quickly to avoid dependency. Appropriate responses are reinforced. It has been proven that when a response is consistently reinforced, the response is likely to occur again. This makes learning a positive experience for the child. Through this process many skills can be acquired. Basic skills such as discrimination of visual or auditory stimuli are presented in ways that a child will be able to comprehend. The child is taught to distinguish different spoken words such as his name, colors, shapes, letters and numbers. The child will also learn what is appropriate and inappropriate behavior.
Initially, teaching trials are repeated many times until the child responds readily without prompting (cueing). Each response the child makes is recorded. From this data, therapists determine whether the child is making the desired gains or whether the criterion given for a particular drill should be adjusted. Pacing of teaching sessions, timing, generalizing opportunity and consequences, are determined specifically for each child and each skill. This is what makes the learning process highly personalized.
Emerging skills are practiced and reinforced in less structured settings to ensure that skills are generalized. It is, however also possible to teach some children in an unstructured situation. Advice and suggestions are discussed at team meetings. Situations where “incidental” teaching occurs are arranged more frequently. Consistent consequences/reinforcements are provided amongst everyone. Ideally, teaching progresses from a two-on-one (two therapists to child) then one-on-one (one therapist to one child) setting. Gradually the teaching occurs in a small group then to large group instruction. Ultimately, the goal of the ABA program is to teach the child how to learn from his natural environment and to respond appropriately to various stimuli in a given environment. This will produce a more harmonious relationship for everyone: the child, the family, and others.
iven appropriate intervention through a carefully designed program in a structured and consistent environment, many of these children can learn a great deal.