MANILA, Philippines — QUESTION: My son was diagnosed with Pervasive Developmental Disorder-Not Otherwise Specified (PDD -NO S), which is under the autism spectrum. I’m actually confused what “autism spectrum” mean. How do they classify if it’s under the spectrum? How is his condition different from autism? Are the therapies for the condition different? — Daddy J

Teacher Genevieve Says: Thank you for your question Daddy J. There may be other parents out there asking the same question, but have never come around to asking out of fear of being judged or misunderstood. What exactly does “autism spectrum” mean?

Same features, wide range of abilities 

Your son’s developmental pediatrician is the best professional to explain the diagnosis Professional ethics dictate that teachers are not allowed to give a diagnosis nor label a child as having autism. Teachers are supposed to understand fully the implications of the diagnosis to development, behavior, and learning.

The U.S. National Institutes of Health (2011) describe Autism Spectrum Disorder as “a group of disorders with similar features.” In the case of children with autism, these features pertain to a broad range of problems with communication (both verbal and non-verbal), social interaction, and repetitive, stereotypic behaviors that are usually observed around 18 months of age, but persist in varying degrees to adulthood depending on child and family factors, as well as early intervention received during the critical time of development before seven years of age.

Autism is a complex developmental disability. There is a broad range of abilities and impairments within the spectrum. For instance, there are children with high-functioning autism with normal to even superior IQs who have moved on to college and have excelled in their chosen field of study.

On the other end of the spectrum, there may be children with autism who have severe intellectual disability, are non-verbal, and need 24/7 supervision.

Between the two extremes lie a range of abilities and developmental delays that would still fall under the autism spectrum.

Pervasive Developmental Disorders — Not Otherwise Specified (PDD-NOS), “atypical autism” as it is sometimes referred to, is a broader term used to describe a child who demonstrates some of the behaviors seen in autism but does not meet the full criteria for having an autistic disorder (www.nationalautismresources. com).

Children with PDD-NOS have autistic characteristics but some of their symptoms are “mild” (example would be a child who resembles a person with Asperger Syndrome but has language or cognitive delay) or they have symptoms in one area (for instance, social deficits) but none in another area (having no repetitive or stereotypic behaviors).

Customized Therapies

Your son may have a significantly different set of abilities and challenges as another child who was also diagnosed as having PDD-NOS. A thorough assessment of his developmental needs, skills across different areas, learning strengths and weaknesses, behavior and sensory issues, and the family’s priorities and resources should be conducted in order to determine what is the best combination of interventions.

One child may respond to one form of intervention very differently from another. Conventional therapies that utilize research-validated practices such as applied behavioral analysis, sensory integration, structured teaching, the use of assistive technology, augmentative communication and social skills training may prove to be effective in improving communication and appropriate behaviors, as well as eliminating unwanted behaviors if done by qualified professionals.

The mode of intervention are just as important as the qualifications of the one who would be implementing them and the timing of intervention. No one professional can succeed in bringing out the best in your son. What is needed is genuine collaboration among all of the members of the interdisciplinary team of your son (developmental pediatrician, occupational therapist, behaviorist, speech therapist, special and regular educator, school psychologist), maximizing each one’s specialized training by aligning interventions towards a common goal to bring out the best in your son.

Daddy J, you have a very important role to play as part of your son’s interdisciplinary team. You have the power to lead the team in the pursuit of your dreams for your son, knowing that he has PDD-NOS but can still achieve what everyone else can, given your loving and unconditional support.

The author is the executive director of ALRES-PHILS., a faculty of the SPED Department of Miriam College, and an Inclusive Education Specialist. A pediatric physiotherapist and special educator, she is presently pursuing her doctorate studies majoring in Special Education at U.P. Diliman. She is a staunch advocate for children with special needs. If you have any questions, please feel free to ask our SPED specialists. Just send your queries to MByouthsection@gmail.com