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
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.
=================================================
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).
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
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.
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
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.
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