Amity Institute of Psychology and Allied Sciences

 Pervasive developmental disorder (PDD), any of a group of conditions 

characterized by early-childhood onset and by varying degrees of impairment of 
language acquisition, communication, social behaviour, and motor function.

 There are five types of PDDs. These include the three known autism spectrum
disorders—autism, Asperger syndrome, and Rett syndrome.

 Most PDDs are characterized by deficits in a child’s ability to interact socially and
by one or more abnormalities of childhood development. For example, children
with PDD-NOS typically suffer from an inability to interact with others and from
abnormalities in either communication or behaviour patterns and interests.
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 In addition, some PDDs such as Asperger syndrome have little or no adverse effect
on intelligence, whereas other PDDs, such as Rett syndrome and autism, can result in
severe intellectual disability.

 PDDs that include delays in how a child typically develops, problems with socializing and
communicating, trouble when a routine changes, and repetitive movements and behaviors. But
it’s not a term that doctors use anymore. PDDs are now called Autism Spectrum Disorder.

 The name change came in 2013, when the American Psychiatric Association reclassified
autistic disorder, Asperger’s syndrome, childhood disintegrative disorder, and pervasive
developmental disorder not otherwise specified (PDD-NOS) as autism spectrum disorders
Amity Institute of Psychology and Allied Sciences
Amity Institute of Psychology and Allied Sciences
 Amity Institute of Psychology and Allied Sciences

• Also known as spectrum disorder is a lifelong disability.

• It is characterized by severe problems in 3 main areas:

• communication,
• behavior and social skills.

• It is classified as a developmental disability . It occurs mostly in

males. The ratio is about 4:1.
• It typically manifests around the ages of 18 months to 3 years.
 Amity Institute of Psychology and Allied Sciences
Occupational therapy helps
improve independent function and
teaches basic skills (e.g., buttoning
a shirt, bathing)
Physical therapy involves using
exercise and other physical
measures (e.g., massage, heat) to
help patients control body
movements.
Applied Behavior Analysis (ABA)
uses careful behavioral observation
and positive reinforcement or
prompting
Sensory integration therapy is a
type of behavior modification that
focuses on helping autistic patients
cope with sensory stimulation.
Play therapy is a type of behavior
modification that is used to improve
emotional development, which in
turn, improves social skills and
learning.
Social stories can also be used to
improve undeveloped social skills.
Speech therapy may be used to
help patients gain the ability to
speak.
Picture exchange communication
systems (PECS) enable autistic
patients to communicate using
pictures that represent ideas,
activities, or items.
 Amity Institute of Psychology and Allied Sciences

Occupational Therapy
 Occupational therapy (OT) helps people work on cognitive, physical, social, and motor skills.
The goal is to improve everyday skills which allow people to become more independent and
participate in a wide range of activities. 

 For people with autism, OT programs often focus on play skills, learning strategies, and self-
care. OT strategies can also help to manage sensory issues.

 The occupational therapist will begin by evaluating the person's current level of ability. The
evaluation looks at several areas, including how the person:

 Learns
 Plays
 Cares for themselves
 Interacts with their environment
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 The evaluation will also identify any obstacles that prevent the person from participating in
any typical day-to-day activities. Based on this evaluation, the therapist creates goals and
strategies that will allow the person to work on key skills. Some examples of common goals
include:
• Independent dressing
• Eating
• Grooming
• Using the bathroom
• Fine motor skills like writing, coloring, and cutting with scissors

 Occupational therapy usually involves half-hour to one-hour sessions. The number of sessions
per week is based on individual needs.
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 The person with autism may also practice these strategies and skills outside of
therapy sessions at home and in other settings including school.

 Some OTs are specifically trained to address feeding and swallowing challenges in
people with autism. They can evaluate the issue a person is dealing with and
provide treatment plans for improving feeding-related challenges
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Sensory Integration Therapy and Autism

 Many people with autism are hypersensitive or under-sensitive to light, noise, and touch. They
may be unable to stand the sound of a dishwasher, or, on the other extreme, need to flap and
even injure themselves to be fully aware of their bodies. These sensory differences are
sometimes called "sensory processing disorder" or "sensory processing dysfunction," and they
may be treatable with sensory integration therapy.

 Sensory processing involves taking in information through our senses (touch, movement,
smell, taste, vision, and hearing), organizing and interpreting that information, and making a
meaningful response. For most people, this process is automatic.

 Sensory integration therapy is essentially a form of occupational therapy, and it is generally

offered by specially trained occupational therapists. It involves specific sensory activities to
help a child appropriately respond to light, sound, touch, smells, and other input. Interventions
may include swinging, brushing, playing in a ball pit, and many other sensory-related
activities. The outcome of these activities may be better focus, improved behavior, and even
lowered anxiety
 Amity Institute of Psychology and Allied Sciences
Applied Behavioural Analysis (ABA)
Applied Behavior Analysis involves many techniques for understanding and changing
behavior. ABA is a flexible treatment:  
Can be adapted to meet the needs of each unique person
Provided in many different locations – at home, at school, and in the community
Teaches skills that are useful in everyday life

Positive Reinforcement

Positive reinforcement is one of the main strategies used in ABA.

When a behavior is followed by something that is valued (a reward), a person is more

likely to repeat that behavior. Over time, this encourages positive behavior change.
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 First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill
successfully, they get a reward. The reward is meaningful to the individual – examples
include praise, a toy or book, watching a video, access to playground or other location, and
more. Positive rewards encourage the person to continue using the skill. Over time this leads
to meaningful behavior change.

 Problem behaviors are very challenging and stressful issues faced by parents and teachers in
their efforts to provide appropriate educational programs to children with autism. Behaviors
problem such as physical aggression, self-injury, and tantrums are major barriers to effective
social and educational development. Such behaviors put these young children at risk for
exclusion and isolation from social, educational, family, and community activities. In
addition, problem behaviors may place extra burden on families. Lots of behavior
management or modification techniques are available such as ABA, CBT, etc.
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Types of ABA Strategies

Therapists may use five different strategies to enforce ABA, including:
Discrete trial teaching: technique breaks down lessons into simple tasks rewarded after
successfully employing a cue-and-response structure.
Naturalistic teaching: This aspect of teaching allows the student to set their own learning pace
throughout the day based on the context of their regular routines.
Pivotal response training: This student-directed teaching improves motivation, response to
more than one cue, social setting structure, and self-regulation.
Token economy: This strategy rewards or removes a token based on predefined behaviors.
Also called condition reinforcers, tokens are like actual-world currency exchange.
Contingent observation: The last learning strategy is used in a group of peers. After showing
a child that their behavior is unacceptable, the child is instructed to observe their peers
performing a task successfully.
 Amity Institute of Psychology and Allied Sciences

Physical Therapy

People on the autism spectrum have delays, differences or disorders in many areas.

In addition to developmental delays, most have low muscle tone and have trouble with
gross motor coordination (running, kicking, throwing, etc.). These issues can interfere
with basic day-to-day functioning, and they're almost certain to interfere with social
and physical development.

Physical therapists are trained to help with these issues. Not only can a physical
therapist help your child to build muscle strength and coordination, but she can do so in
the context of sports, recess, and/or gym. As a result, physical therapy can improve

functioning and social skills at the same time.

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 Dance and movement therapy, hippotherapy (therapeutic horseback riding), aquatic therapy
(therapeutic swimming), recreational therapy and even play therapy may also be offered by
people with a background in physical therapy.

 Physical therapists may work with very young children on basic motor skills such as sitting,
rolling, standing, and running. They may also work with parents to teach them some
techniques for helping their child build muscle strength, coordination, and gross motor skills.

 As children grow older, physical therapists are more likely to treat young clients at the
child's preschool or school. There, they may work on more sophisticated skills such as
skipping, kicking, throwing and catching. These skills are not only important for physical
development, but also for social engagement in sports, recess and general play
 Amity Institute of Psychology and Allied Sciences
Physical Therapy in the Early Years: Birth to Age 3
Early delays in your child's movement skills may predict ASD. Reporting symptoms right
away can enable early diagnosis so your child can get the help they need sooner.

Physical therapists work with families and caregivers. Their goal is to increase a child's ability
to engage in the daily routines that may challenge them.

Physical therapists work with your child to develop age-appropriate movement skills. They use
free and structured play to teach your child and help them practice skills. Physical therapists
work on increasing your child's strength and coordination. Their treatment plan can include
helping your child walk safely and efficiently or how to use stairs. Your child's physical therapist
may prioritize the development of imitation skills. They may work with your child to perform
actions to songs like "Head, Shoulders, Knees, and Toes" and indoor and outdoor play skills.
Physical therapists guide you and your child on adding structure, routines, and physical
boundaries into daily life. They promote positive behaviors and help your child play with their
peers.
 Amity Institute of Psychology and Allied Sciences
Physical Therapy in the School Years (Including Preschool): Ages 3 to 18

Physical therapists work with parents and teachers. They increased awareness about children
with ASD. They also help school staff understand your child's ability to function in school.
Physical therapists use the most effective treatments to minimize your child's challenges. Your
child's physical therapist will work with you to help make the school experience a positive one.
Physical therapists also recommend changes at home and school to help your child thrive,
support learning, and teach movement skills. These may include:

•Using ball chairs to reduce "out-of-seat behaviors."

•Hula hoop, carpet square, or special seat to mark personal space.
•Whole-class movement breaks.
•Strategies to teach skills needed to play social games.
.
 Amity Institute of Psychology and Allied Sciences

 Physical therapists provide direct help when needed to improve a child's ability to handle
challenges. For example, they work with your child to help them deal with school bus steps,
crowded hallways, the lunchroom, and the playground. Physical therapists also work with
school teams to promote skills like self-control, listening, and taking turns. They teach your
child methods that promote their ability to:

• Copy the movement activities of other children.

• Develop concepts of direction, body and spatial awareness, and coordination.
• Take part in physical education and fitness activities
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Physical Therapy During Adulthood: Age 18+

Physical therapists work with adults with ASD to promote success in daily life. They
recommend community resources to increase movement. Physical therapists also design
personalized exercise programs. These exercises will promote physical fitness, body
coordination, and recreation skills. Physical therapists help adults improve movement, function,
and fitness. These skills help people with ASD get and hold a job. They also help them function
at home, enjoy activities, and keep a healthy lifestyle.
 Amity Institute of Psychology and Allied Sciences

Speech Therapy

Speech-language therapy addresses challenges with language and communication. It can help
people with autism improve their verbal, nonverbal, and social communication. The overall goal

is to help the person communicate in more useful and functional ways .

Examples of the skills that speech therapy may work on include:

•Strengthening the muscles in the mouth, jaw and neck
•Making clearer speech sounds
•Matching emotions with the correct facial expression
•Understanding body language
•Responding to questions
•Matching a picture with its meaning
•Using a speech app on an iPad to produce the correct word
•Modulating tone of voice
 Amity Institute of Psychology and Allied Sciences
Make Animal noises
Research shows that children with ASD often love animals and respond better to animal noises.
You can use this information to set up toy barns, animal trains, and make-believe farms. Mimic
animal noises as your child picks up each animal. Soon, they may try to recreate these noises.

Teach Them The Essential Words

Learning to use a few essential words like “more,” “help,” and "stop" can help your child in the
long run. Many children with autism struggle to use known words in a new context. So, teaching
your child to use the same word in different setups can be helpful. Children with autism often
have limited vocabulary, or they don't talk a lot

Use their Favorite Toys and Snacks

You can use your child’s favorite toy and snacks for this activity. Keep the items out of their
reach but within their line of sight. It may take them a while, but your child can learn to gesture
or signal for it. You can help them by pointing and saying the word, “toy” or “snack” for the first
few days. The next step is the child leading the adult by either gestures, signs, or looks towards
the item they want. A child with mild to moderate signs of ASD may also learn the name of the
items and use the names to ask for them.
 Amity Institute of Psychology and Allied Sciences
Play Sorting Games
Studies show that children with autism may show interest in sorting or arranging their toys. The
goal of this exercise is to leverage their interest and teach them the purpose of commonplace
objects. You can use real-life objects or picture cards for this game-cum-exercise. For example,
you can use fruits and veggies from your kitchen or use picture cards with their photos.
Encourage your child to group fruits and veggies according to color or taste.

Alternative Augmentative Communication (AAC)

Some people with autism find that using pictures or technology to communicate is more
effective than speaking. This is known as Alternative Augmentative Communication (AAC).
Examples of AAC methods include:

•Sign language
•Picture exchange communication system (PECS)
•iPads
•Speech output devices (such as Dynavox)

The speech-language pathologist can help to identify which AAC method (if any) is right for
someone with autism and teach him/her how to use the method to communicate.
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Amity Institute of Psychology and Allied Sciences
 Amity Institute of Psychology and Allied Sciences

Asperger’s Syndrome
 Asperger’s syndrome (also known as Asperger’s Disorder) was first described in
the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like
behaviors and difficulties with social and communication skills in boys who had
normal intelligence and language development.

 Many professionals felt Asperger’s syndrome was simply a milder form of autism
and used the term “high-functioning autism” to describe these individuals. Uta
Frith, a professor at the Institute of Cognitive Neuroscience of University College
London and editor of Autism and Asperger Syndrome, describes individuals with
Asperger’s as “having a dash of autism.”
 Amity Institute of Psychology and Allied Sciences

 In 2013, the DSM-5 replaced Autistic Disorder, Asperger’s Disorder and other

pervasive developmental disorders with the umbrella diagnosis of autism spectrum
disorder.
CHARACTERISTICS
 Children with autism are frequently viewed as aloof and uninterested in others. This
is not the case with Asperger’s Disorder. Individuals with Asperger’s Disorder
usually want to fit in and interact with others, but often they don’t know how to do
it.

 They may be socially awkward, not understand conventional social rules or show a
lack of empathy. They may have limited eye contact, seem unengaged in a
conversation and not understand the use of gestures or sarcasm.
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 Their interests in a particular subject may border on the obsessive. Children with
Asperger’s Disorder often like to collect categories of things, such as rocks or bottle
caps. They may be proficient in knowledge categories of information, such as
baseball statistics or Latin names of flowers. They may have good rote memory
skills but struggle with abstract concepts.

 One of the major differences between Asperger’s Disorder and autism is that, by
definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s
Disorder frequently have good language skills; they simply use language in different
ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or
may be formal, but too loud or high-pitched. Children with Asperger’s Disorder may
not understand the subtleties of language, such as irony and humor, or they may not
 Amity Institute of Psychology and Allied Sciences

 Another distinction between Asperger’s Disorder and autism concerns cognitive

ability. While some individuals with autism have intellectual disabilities, by
definition, a person with Asperger’s Disorder cannot have a “clinically significant”
cognitive delay, and most possess average to above-average intelligence.

 While motor difficulties are not a specific criterion for Asperger’s, children with
Asperger’s Disorder frequently have motor skill delays and may appear clumsy or
awkward
 Amity Institute of Psychology and Allied Sciences
• Use of Picture Symbols
• Sign Language-an alternative to
speech and as an extra system to
encourage the development of
speech.
• Daily Life Therapy (Higashi
Approach)-involves a
combination of physical
education, art, music, academic
study and communication and
living skills.
- the main aim is to attain stable
emotions and self esteem and
from her to learn the other
necessary skills.
• Facilitated Communication
• SPELL (Structure, Positive,
Empathetic, Low arousal,
Links)
• Music Therapy
• Dietary Intervention
• supplementing the diet with
magnesium and B6
• removal of gluten and casein
from their diet
• monosodium glutamate (E621)
and aspartame have been linked
to worsening of Asperger's
Syndrome
 Amity Institute of Psychology and Allied Sciences

Teaching Techniques
 Provide clear, detailed information (oral and written) about structure of course, practical
arrangements, assessment requirements and deadlines.
 Be consistent in approach and keep variations to a minimum - if a change (e.g. in timetable,
room, lecturer) is inevitable, give clear, specific information as far ahead as possible eg around
exam time.

 Use clear, unambiguous language (spoken and written) and avoid or explain metaphors, irony etc
and interpret what others say.

 Give explicit instructions and check that the student is clear about what he/she has to do.
 
 Amity Institute of Psychology and Allied Sciences
 Present course materials and instructions in a structured way using literal language.  Show how
components fit together as a whole.
 
 Provide subject word lists, glossaries of terms and acronyms

 Students may have difficulties in motivation for certain parts of their course due to a particular interest
in one aspect of it.

 Set concrete, realistic goals to assist motivation e.g. 'If you want to become an engineer you must
complete all parts of the course, even the essays’.

 Provide specialist tuition support, e.g., language skills, structuring work.