​​Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

UNIT 3 – What Is Most Concerning?  CH. 1 – Gross & Fine Motor Skills PART 2 – Toilet Training, APPENDIX A – Toileting & APPENDIX B – Wandering.
​

​UNIT 3 – What Is Most Concerning?  

CHAPTER 1 – Gross & Fine Motor Skills PART 2 – Toilet Training

APPENDIX A – Toileting
  
Nunez, A. (2025) answers the question – Can a child with autism be potty trained?
 
Children with autism can be toilet trained as long as they don’t have any medical issues that prevent them from urinating or having a bowel movement. Some signs that would indicate a child is having discomfort or other problems would be –

• Foul-smelling urine
• Too much or too little urination
• Inability to hold urine
• Stools that are small, hard, dry, and painful to pass
• Having fewer than two bowel movements a week

 
Before beginning the toilet training process with children with autism, it is recommended a pediatrician confirm with a physical exam there are no medical issues.
​
< My Thoughts >      “…no medical issues.”

Neurological conditions, like autism, can make toileting very difficult. Along with that, certain medications cause urination, constipation, and diarrhea problems. Persons with autism have more gastrointestinal issues than most people in the general population.

Nunez, A. (2025) continues, "There is no specific age to begin toilet training children on the autism spectrum because every child has different needs and different skills."

Instead of focusing on age, focus on the child’s skills. Below is a list of five questions that determine whether children with autism ready to start toilet training.
 
1.    Does the child have the fine & gross motor skills to carry out a toileting routine?

2.    Can the child pull down his/her pants & underwear & pull up pants & underwear with little to no assistance?

3.    Can the child imitate actions? (i.e., sitting on the toilet, wiping, etc.)
 
4.    Can the child identify where the bathroom is located in his/her house?

5.    Can the child sit on a toilet with a potty-training seat or sit on a transitional potty without resistance?
 
< My Thoughts >    “…imitate actions…” “…where the bathroom is located…”  “…transitional potty…”

Some children will need a high level of support for these. Many children with autism have difficulty ‘imitating’, ‘locating’ areas in the house (except their room), and any type of ‘transiting’.
 
What are the signs that a child with autism is ready to be potty trained?
 
Nunez, A. (2025) continues, that when children with autism are ready for toilet training, they will begin to demonstrate the “Three Signs of Readiness” listed below –

1.    They do not like the feeling of a wet or soiled diaper or pull-up and will show it by taking off the wet or soiled diaper/pull-up, and they vocalize displeasure in being wet of soiled and want to be changed.
 
2.    They show interest in the toilet by sitting on it, flushing it, or watching an adult use it.

3.    They will take an adult to the bathroom to get a clean diaper or pull-up.

< My Thoughts >       “…clean diaper or pull-up.”
 
The problem with some diapers and/or pull-ups is that they can mask the feeling of wetness. Then, the child won’t recognize and request a trip to the bathroom. Sometimes kiddos will stay dry if they can wear underwear with their favorite character’s picture on it. It also took a few more years before he would use a bathroom anywhere but home.

Prepare for Successful Potty-Training Experience
 
Nunez, A. (2025) continues, Successfully toilet training children with spectrum disorders takes a lot of thought and preplanning. Being unprepared can lead to frustration for both parent and child. Training happens in phases, with the first two stages being the Planning Phase and the Setting Up Phase.
 
< My Thoughts >       “…Training happens in phases…”

It took over two years to get our Sonny to understand the toileting process. Many, many starts and stops. He liked to flush the toilet, so the smallest independent toileting steps were always rewarded by multiple flushes.

Gulsrud, A., Lin, C. et al. (2018) give us suggestions from this study that there may be deficits in gross and fine motor skills which are preventing successful toileting. Motor skills can be most concerning when delayed, or even limited. In this study, ‘parent-rated’ autistic behaviors, noted the distinction as to how the child’s toileting difficulties varied and to what extent the child’s difficulties were ‘problematic’ for the child.

< My Thoughts >  “…deficits in gross and fine motor skills…”

Yes, a child with autism may take years to learn and remember to use all the skills related to toileting. They need pincher finger skills to pull pants up and down. Gross motor skills to put feet and legs into pantlegs. But most of all, he or she must get their body’s message that toileting is needed. Then, they need to be able to communicate the need to use the bathroom. And, that is just the beginning.

REFERENCE:  UNIT 3, CHAPTER 1, PART 2, APPENDIX A.

Gulsrud, A., Lin, C., et al. (2018). Self-injurious Behaviors in Children and Adults with Autism Spectrum Disorder (ASD); Journal of Intellectual Disability Research; V2:12, p1030-1042.

Nunez, A. (2025). Potty Training for Autism – The Ultimate Guide. Retrieved online from –https://www.autismparentingmagazine.com/autism-potty-training-guide/

End of UNIT 3, CHAPTER 1, PART 2, APPENDIX A – ​Toileting.

​​Missing poster for autistic nonverbal N.Y. teenage student Avonte Oquendo, 14.

UNIT 3, What Is Most Concerning?

​CHAPTER 1 Gross & Fine Motor Skills

APPENDIX B – Wandering

Hotez, E. & Onalwu, M.G (2023) say that ‘wandering’ is a significant public health concerns, especially involving children with autism. There are reportedly 20 cases each month, with 2-3 of those cases resulting in death.

< My Thoughts >     "... ‘wandering’..."
 
This APPENDIX for ‘wandering’ is under 'Gross Motor Skills', because once your child masters walking and running then he or she will most likely begin ‘wandering’.

Stevens, C., & Stevens, N. (2011) say, I stuck my head into the sitting room.

David wasn’t there. Calling to him was pointless (he never answered to his name). I tried to guess where David would go.
 
(As I rounded a corner in the neighborhood) I caught sight of David: he was marching with a purpose to the grocery shop. I grinned. It was a relief to know he was safe.
 
< My Thoughts >    “…he was safe.”

Check doors, fences, and gates often. Children who are on the spectrum can wander or bolt suddenly. That’s why having a secure perimeter is essential. To keep your kids extra safe, install a keyed or combination lock on any exits. This ensures that a strong wind, or curious hand, or determined pet won’t be able to open them. But, one still must be vigilant about ‘checking’ all perimeters, especially pool or other water areas. Good idea too, to put a sign in the window of your home with information about the child / children / adults with Autism who live inside.

Stevens, C., & Stevens, N. (2011) (a week later) "I called David’s name, once or twice, half-heartedly. I was too scared to care whether strangers thought I was a bad father for losing my child, but I knew there was no point in shouting. He had never come at our call. Never, not once."
 
He probably hadn’t even noticed my absence. (I finally found him) David was tucked into a corner, where he wouldn’t be trampled, lying on his back and gazing at a mirror ball.
“How was the zoo?” Nicky asked later. ‘David had fun,’ I told his mom.

Sicile-Kira, C. (2014) cautions, “children on the autism spectrum are at a higher risk of being hurt, victimized or wandering off. Children with autism do not appear to have a safety 'antenna' built in, and their sensory processing does not effectively work to help them in the area of safety and crisis prevention.”

Stagliano, K. & McCarthy, J. (2010) say, Gianna (one of three siblings with autism) spent much of her day screaming and running away from me.
 
Her autism moments are usually like bolts of lightning. They strike and then disappear, like she does when she wanders away from us.
 
To keep Mia from wandering out into traffic I wrapped my leg around her, twisting my body into a bizarre ballet pose.  Mia had no sense of danger; common in autism. 
 
I’ve had one daughter wander into a stranger’s home. 
 
Brodie, P. (2013) remembers how someone was always on ‘Scott duty’ when we went out.  It usually meant actually holding on to my brother…so he wouldn’t just run off.
 
< My Thoughts >    “… holding on to my brother… so he wouldn’t just run off.” 
 
Children with autism often feel compelled to flee from their environment. The situation or setting doesn’t seem to matter; they just take off to parts unknown. 
 
Siri, K. (2015) said that he had photos of son Alex with contact information printed on an engraved bracelet. Besides his name and my name and phone number, I included –
​

• Nonverbal
• Autism & Epilepsy
• Multiple medications

One autistic child may run away at the sound of a loud siren, whereas another may be attracted to the lights and loud noise. There have been numerous cases of autistic children running back into a burning building and hiding because the scene outside was perceived as too chaotic.

Hilton, L. (2017) shares that Naoki Higashida, a 13 year-old-boy with nonverbal autism, through facilitated communication, answered questions concerning his elopement activity.

Question: Why did you wander off?

Answer: My body was lured there by ‘something’ outside. As I was walking farther from home, I didn’t feel any fear or anxiety. I had to keep walking on and on. Turning back was not permitted, because roads never come to an end. Roads speak to us people with autism, and invite us onward. Until someone brings us back home, we don’t know what we’ve done and then we’re as shocked as anyone.

Hilton, L. (2017) writes that “Shortly after noon on October 4, 2013, a 14-year-old African American 8th grade student named Avonte Oquendo” ran out of the side door of his school and into the community. Identified as severely autistic and nonverbal, Avonte had a “strong sensory affinity for trains, cars, and water systems.”

The city has been transfixed by the story that autistic and non-verbal Avonte Oquendo, 14, is still missing after almost five weeks. Avonte ran out of Center Boulevard, Long Island City school, after being left unsupervised.

On Tuesday, U.S. Senator Charles E. Schumer called for the Department of Justice (DOJ) to create and fund a program to provide voluntary tracking devices for children who have autism or other developmental disorders, for whom “bolting” from parents or caregivers is common. It also allows for door alarms on public school buildings.

Senator Schumer announced the agreement Wednesday. Avonte’s Law was put into place. It comes after the remains of autistic teenager Avonte Oquendo, 14, were found in the East River.

REFERENCES: UNIT 3, CHAPTER 1,APPENDIX B – Wandering
 
Brodie, P. (2013). Secondhand Autism; eBook.
​
Hilton, L. (2017). Avonte's Law: Autism, Wandering & the Racial Surveillance of Neurological Difference; African American Review, V50:2, p221-235.

Hotez, E. & Onalwu, M.G (2023). A Neurodirersity-0riented Approach to Address Autism Wandering as “Problem Behavior” in Pediatrics. Autism & Health Across the Lifesp.an; June V15(6).

​Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
 
Stagliano, K. & McCarthy, J. (2010). All I Can Handle: I Am No Mother Teresa: A Life Raising Three Daughters with Autism; eBook Edition.

End of UNIT 3, CHAPTER 1, APPENDIX B – Wandering

​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker
​

DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

​Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

​​UNIT 2 Why Is It Autism? CH. 3 Doctors & Direction, APPENDIX E – Developmental Screening

Image from Autism Step

​UNIT 2 Why Is It Autism?

CHAPTER 3 Doctors & Direction

APPENDIX E – Developmental Screening

DEVELOPMENTAL SCREENING – What are the guidelines? Assignment for National University; Unit 4.2 (end of Lecture 4.2; 2013.)The standardized guidelines developed for the diagnosis of autism actually involve two levels of screening for autism. ‘Level one’ screening, which should be performed for all children coming to a physician for well-child check-ups during their first two years of life, should check for the following developmental deficits:
​

• no babbling, pointing, or gesturing by age 12 months
• no single words spoken by age 18 months
• no two-word spontaneous (non-echolalic, or not merely repeating the sounds of others) expressions by age 24 months
• loss of any language or social skills at any age

​
The ‘second level’ of screening should be performed if a child is identified in the first level of screening as developmentally delayed. The ‘second level’ of screening is a more in-depth diagnosis and evaluation that can differentiate autism from other developmental disorders. The ‘second level’ of screening may include more formal diagnostic procedures by clinicians skilled in diagnosing autism, including medical history, neurological evaluation, genetic testing, metabolic testing, electrophysiologic testing (i.e., CT scan, MRI, PET scan), psychological testing, among others.
 
​Genetic testing involves an evaluation by a medical geneticist (a physician who has specialized training and certification in clinical genetics), particularly as there are several genetic syndromes which may cause autism, including Fragile-X, untreated phenylketonuria (PKU), neurofibromatosis, tuberous sclerosis, Rett syndrome, as well as a variety of chromosome abnormalities.
 
A geneticist can determine whether the autism is due to a genetic disorder, or has no known genetic cause. If a genetic disorder is diagnosed, there may be other health problems involved. The chance for autism to occur in a future pregnancy would depend on the syndrome found. For example, PKU is an autosomal recessive disorder with a reoccurrence risk of one in four, or 25 percent, chance, while tuberous sclerosis is an autosomal dominant disorder, with a reoccurrence risk of 50 percent.

Screening for ASDs is the first step of an ongoing process of
identification. It is especially critical for clinicians to understand
this when working with families from diverse backgrounds,
particularly when their primary language is not English or
when they have different views on child development since it
may require more persistent follow up in such circumstances to
keep families engaged.
 
Getting started:
 
■ Explain to the family that you routinely screen and
observe young children for healthy development.
■ Ask general questions about the child’s communication
skills and social interactions, but it is also important to
ask specific questions about how their child is doing by
using a screening tool.
■ It is equally important to ask questions about the
family’s understanding of and expectations for child
development. This could provide a wealth of information
and set the stage for mutual communication about child
development in general and the child’s development
specifically.
■ Remember that in some families, questions about a child’s
skills may go unanswered, since they may feel the questions are intrusive.
 
Some families may view screening as “looking for trouble”
or feel that things clinicians think are problems are not
an issue. Still for other families, their responses may shed
light on their ability, background or resources. Thus,
communicating slowly and clearly while listening carefully
and fully engaging families produces the best results
 
Approximately 1 in 54 children in the United States has an autism
spectrum disorder; according to the CDC (2020).
 
❑ The American Academy of Pediatrics (AAP)
recommends ongoing surveillance and ASD-specific
screening at 18 and 24 months or whenever there is
concern.
❑ Autism screening tools, such as the M-CHAT, are
more accurate when used in conjunction with clinical
judgment.
❑ Children with autism from minority backgrounds are
often diagnosed at a later age than other children
❑ The concepts of screening, early identification and
early intervention may be unfamiliar for families
from diverse backgrounds. For many families,
these concepts are culturally bound and they may
perceive that their children will be stigmatized in their
communities by participating in these practices.
​
End of UNIT 2, CHAPTER 3, APPENDIX E – Developmental Screening

​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker

​
​DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

​Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

​UNIT 2 – Why Is It Autism? CH. 2 – Denial & Misdiagnosis, APPENDIX D – Latest ASD Findings

Image from Simply Psychology
​
​UNIT 2 – Why Is It Autism?

CHAPTER 2 – Denial & Misdiagnosis
​
APPENDIX D – Latest ASD Findings with < My Thoughts > by Sara Luker

World Health Organization (WHO) Staff Writers (2022) emphasize that the health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.
​
As you may already understand, Autism Spectrum Disorder (ASD) is a developmental neurological disorder which according to Researchers at Kobe University (2022), “remains largely unexplained, despite the rapidly increasing number of patients” diagnosed with autism.
 
Kobe University Researchers (2022) report a recent study, which revealed abnormalities in ‘blood cells’ during fetal development, may result in ‘immune’ abnormalities in the brain and gut. But they say that “the essential mechanisms behind these immune abnormalities have yet to be determined.”
 
Drake, K. (2021) believes in the speculation of some scientists that ‘gene variants’ are linked to autism. Although each autism case is unique, they also share common characteristics.

Buxbaum, J. (2014) claims that “genetic variation likely accounts for roughly 60 percent of the liability for autism, with common variants comprising the bulk of its genetic architecture.” Buxbaum also comments that “within a given family, the mutations could be a critical determinant that leads to the manifestation of Autism Spectrum Disorder (ASD) in a particular family member.”
 
< My Thoughts >       “…within a given family…”
 
When trying to fathom how one’s child within a given family can be discovered to have autism, many reasons must be examined. Contained in this writing, I have attempted to gather what I consider to be ‘hopeful’ views and reasons of others who have gone before us.
 
Wigler, M. (2022) claims that there is more than a ‘random’ chance that a family with an autistic child will also have siblings with autism. But that in large families, only ‘one’ child may show signs of autism. This could possibly be due to the combination of both the child’s ‘inherited genes, and ‘sporadic gene combinations.’ In his ‘unified theory of autism’, the complex developmental neurological disorder of autism is made possible through both these ‘inherited genes, and ‘sporadic gene combinations’ and/or the destruction or damaging of genes through ‘environmental insults’ or ‘spontaneous mutations’. He also wants us to know that while girls may not show symptoms, they can still be carriers of autism. Thus, putting their future children at-risk and making it seem that autism appears more often in boys.

Chaste, P. & Leboyer, M. (2012) say that research shows autism is a complex disorder resulting from the combination of genetic and environmental factors.” That “siblings showing impairment within families is best explained by shared genes, as opposed to a shared environment.” One study estimates the heritability of autism to be 55%. And, there has been a huge effort in research to try to unravel the underlying genetic factors, within families.
 
Karmiloff-Smith, A. (2010) has been quoted, over time, as believing that “too much brain growth, followed by too much synaptic pruning” leads to the pattern which appears in the autistic brain, and that this ‘over-pruning’ can cause ‘autism traits’ to appear when the child reaches 18 months of age.

< My Thoughts >        “…‘autism traits’ to appear…”

While some say that ‘autism traits’ appear when the child reaches 18 months of age, more recent findings consider the appearance age to be closer to 36 months. Or, show when a child is presented with certain behavioral demands in environmental, social, and/or preschool settings. Often, when a child cannot meet these demands, s/he retreats, withdraws, or ‘acts out’. But chances are that they do not want to ‘give you a bad time’; they are ‘having a bad time!’
 
Other studies report strong evidence of exposure to toxins. Including ‘environmental insults’, during the unfolding of the ‘neurodevelopmental processes’. There have been higher concentrations of heavy metals found in the blood, urine, hair, brain, or teeth of children with autism; as compared with controls. Cited toxins were solvents, toxic waste sites, air pollutants, pesticides, and heavy metals.
 
< My Thoughts >          “…exposure to toxins.”
 
This doesn’t explain the higher risk for autism in boys, than in girls. Nor, does it define whether these exposures, if detrimental, are experienced by the mother during the gestational period; or by the child during the developmental period. So many questions remain unanswered.
 
Gilberg, M. (2020) gives us an idea of what his world is like. “I felt I was trapped between two worlds. I could only describe it as having a brain that was half autistic and half neurotypical. I believe from my own life experience that you can actually have a brain that is both.”
 
He continues, “I felt too ‘normal’ in much autistic company and too ‘autistic’ in neurotypical company. When I have taken Autism inventories or rating scales I routinely score just over the ‘autistic’ line.”
 
< My Thoughts >         “…‘autistic’ line.”
 
This brings to mind ‘the line in the sand’ analogy made by Yale Child Study Center researcher, K. Chawarska. She claims that when discerning autism from an innate developmental problem or a problem of regression, it is like trying to ‘draw a line’ in shifting sand. For instance, before losing a skill can be considered to be ‘regression’, some believe that a child must be proficient in that skill for at least 3 months, prior to losing it.
 
Yet another analogy that autism signs (lines) are illusive may be when symptoms are compared to spotting something under the lamppost. It is said that we usually clearly see only that which is illuminated in a bright pool of the streetlight. We rarely see the subtle things which lurk in the dark shadows. As subtle as not sharing or returning a smile.

Others consider in the early descriptions of autism as a ‘great divide’ between those with autism symptoms, and those without. Sometimes however subtly, a child's behavior provides ‘faint’ clues to social ineptness, or developmental delays, it remains there. But, the tendency of teachers and/or parents is to forget, or explain away a missing behavior.
 
Svoboda, E. (2020) explains that at a year old patient, Ethan Loyola, during this early developmental period, had been given several courses of antibiotics to treat an ear infection. He was left with painful diarrhea. Soon after that, he was diagnosed with Autism.
 
While not clear evidence of linking 'gut' problems with autism, Ethan's digestive issues continued as he grew older. His father finally took him to Arizona State University, near his home, where Ethan was enrolled in a micro biotic transfer therapy used to successfully recolonize his gut. Studies show that children with autism have a mix of gut microbes which are distinct from those of children without autism.
 
Scientists say that targeting gut microbes are thought to disrupt neurodevelopment, thus effecting behavior, in children with Autism. But they conclude, “…we need more evidence, overall.”

REFERENCES:   UNIT 2, Chapter 2, APPENDIX D – Latest ASD Findings
 
Advocates of Autistic Self-Advocacy Network (ASAN) (2022). May Update; Retrieved online from –https://autisticadvocacy.org

Buxbaum, J. (2014). Most Genetic Risk for Autism resides with a Common Variation; Retrieved online from – https://www.nature.com/articles/ng.3039
 
Chaste, P. & Leboyer, M. (2012). Autism Risk Factors; Dialogues Clinical Neuroscience; Sept. V14(3), P281-292.

Drake, K. (2021). Autism Research: Recent Findings; Retrieved online from –  www.medicalnewstoday.com/

Gilberg, M. (2020). Stuck Between Two Worlds: Having a Brain that is Half Autistic & Half Neurotypical; Retrieved online from – https://www.drakeinstitute.com/ 

Karmiloff-Smith, A. (2010).  Neuroimaging of the developing brain; taking developing seriously. Retrieved online from – https://pubmed.ncbi.nlm.nih.gov/20496384/
 
Kobe University Researchers (2022). Does Autism Begin in the Womb? Retrieved online from –
https://www.kobe-u.ac.jp/research_at_kobe_en/NEWS/

Svoboda, E. (2020). Autism & the Gut; Retrieved online from – www.nature.com/articles/d41586-020-00198-y
 
Takumi, Toru (2022). Does Autism Begin in the Womb? Research Breakthrough May Lead to New Treatment Strategies; Retrieved online from – https://scitechdaily.com/does-autism-begin-in-the-womb-research-breakthrough-may-lead-to-new-treatment-strategies/
 
WHO Staff Writers (2022). World Health Organization Comprehensive mental health action plan 2013–2030; Retrieved online from – https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
 
Wigler, M. (2022). A Unified Theory of Autism – Big Think; Retrieved online from – https://bigthink.com/videos/a-unified-theory-of-autism
​
End of APPENDIX D – Latest ASD Findings
​
Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker


​DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
​=================================================

​6-3-2025​

TODAY'S BLOG ~ UNIT 2 Why Is It Autism? CH. 1  Diagnosis & DSM-5, APPENDIX B – PDD-NOS (Pervasive Developmental Disorder).

​​Dear Readers, 

Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

​UNIT 2 Why Is It Autism? CH. 1 Diagnosis & DSM-5, APPENDIX B – PDD-NOS (Pervasive Developmental Disorder).

​Free image from crossrivertherapy.com (no affiliation with the website).

UNIT 2, CHAPTER 1

APPENDIX B – PDD-NOS (Pervasive Developmental Disorder)

Talantseva, O., Romanova, R., et al. (2023), Turkish authors, tell us that – Autism Spectrum Disorder (ASD) is one the most disabling developmental disorders, imposing an extremely high economic burden.

Their global study covered persons considered to have Autistic Disorder (AD), Asperger Syndrome (AS), Atypical Autism (AA), and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). These were considered to be ‘subgroups’ of Autism Spectrum Disorder (ASD).
​
The highest prevalence estimates were registered in the USA. There was an increase in autism prevalence estimates over time. The prevalence was also significantly higher for children aged between 6 and 12 years compared to children under the age of 5 and over the age of 13 years.
The combined group of AA and PDD-NOS seemed to be behind the ‘trend’. ‘Trends’, such as “geographical region, country income, implemented study design, diagnostic criteria used, age of the studied population, and other socio-demographic factors.”

< My Thoughts >      “…AA and PDD-NOS...”

Apparently, the AA (Atypical Autism), and PDD-NOS (Pervasive Developmental Disorder - Not Otherwise Specified) group in their study somehow did not fit the comparable ‘ASD criteria model’ the study was using. According to the report, this study group was – “associated with wide variability in levels of intellectual and language development, and intra-individual discrepancies in cognitive profiles.”

According to information from Google AI, Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) was a diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). However, it was removed in the 2013 edition (DSM-5). 

In the DSM-5, individuals who previously met the criteria for PDD-NOS are now diagnosed with Autism Spectrum Disorder (ASD). ASD encompasses a broader range of symptoms and severity levels, including: Social communication impairments, Restricted and repetitive behaviors or interests, and Symptoms present early in development. 
​
Therefore, PDD-NOS is no longer a recognized diagnosis in the current edition of the DSM. Individuals who previously received this diagnosis may be reevaluated and diagnosed with ASD or another appropriate condition based on the DSM-5 criteria. 

< My Thoughts >      "...no longer a recognized diagnosis..." 

If your child, or your student, or your client / patient still has PDD-NOS or AA and PDD-NOS, you may want to update it with a diagnosis more acceptable legally. This could affect insurance claims, therapy diagnoses, and /or an application for services.

Carbone, A., Dell’Aquila, A. (2017) describe two of the three ASDs, autistic disorder and Asperger’s syndrome, as diagnostic criteria that were outlined in the DSM-IV-TR. PDD-NOS was diagnosed in children who showed a variety of symptoms, such as impaired social interaction skills, communication issues, and the presence of repetitive or stereotypical behaviors.

REFERENCES: UNIT 2, CHAPTER 1, APPENDIX B – PDD-NOS (Pervasive Developmental Disorder)

Carbone, A., Dell’Aquila, A. (2017). The Diagnosis of “Pervasive Developmental Disorder Not Otherwise Specified”: A Systematic Literature Review. Retrieved online from – National Institute of Health, https://pmc.ncbi.nlm.nih.gov/articles/PMC10217468/

Talantseva, O., Romanova, R., et al. (2023). The Global Prevalence of Autism Spectrum Disorder: A Three-level Meta-analysis. Psychiatry; Vol. 14, Feb. 08, 2023.

End of UNIT 2, CHAPTER 1, APPENDIX B – PDD-NOS ​

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Regards,

​Sara Luker


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