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<blockquote data-quote="Marguerite" data-source="post: 421324" data-attributes="member: 1991"><p>Malika, I used Pervasive Developmental Disorder (PDD) as an umbrella term. There are a number of clearly defined disorders that are subsets of Pervasive Developmental Disorder (PDD). Asperger's Syndrome is one such for you to look at. Pervasive Developmental Disorder (PDD) not otherwise specified is another subset of Pervasive Developmental Disorder (PDD).</p><p></p><p>Apparently when the new DSM V criteria come out, all forms of Pervasive Developmental Disorder (PDD) (Asperger's, autism both high-functioning and severe, Pervasive Developmental Disorder (PDD) not otherwise specified) will simply be labelled as autism.</p><p></p><p>As for the age - they are diagnosing autism younger and younger. difficult child 3 is now 17 years old and was diagnosed autistic at age 3. The diagnosis was confirmed at age 4. He has been reassessed over the years and at times the diagnosis was modified to Asperger's, but since then the autism label has been reapplied. We've been told that the reason he has autism, and not Asperger's, is he has a history of past language delay. That history cannot be changed. it happened. It WAS. Any change in diagnosis has been due to different people having different opinions on the distinction between Asperger's and autism. Maybe that is why DSM V will eliminate the distinction.</p><p></p><p>Fourteen years have passed since difficult child 3 was diagnosed. In tat time they're getting more skilled at recognising and assessing for it in younger children. Earlier diagnosis, even in kids who are otherwise doing OK, is valuable because it means you can put things in place NOW. If your son has mild, high-functioning autism with no language delay (ie Asperger's by current definition) then even if he seems to be doing fine, there are things you can put in place now, at home, even if the school is not on board because they're not really noticing anything particularly problematic. Because they will!</p><p></p><p>difficult child 3 was obvious because of his language delay. difficult child 1 was not obvious. But it manifested in him as being extremely withdrawn and very distractible. However, he was not disruptive; far from it. difficult child 1 would simply sit there in class and zone out. he had friends at school (generally the really bright kids or the weird kids) and had some difficulty with transitions, but less than difficult child 3 (and your son, by the sound of it). difficult child 1 was identified as a problem by the school at age 6. ADHD was diagnosed but it never explained everything. Asperger's was diagnosed in difficult child 1 at age 13-14, because getting difficult child 3 diagnosed tipped us off that autistic tendencies were running in the family.</p><p></p><p>I really wish we'd had difficult child 1 diagnosed earlier - he needed a lot more help but this was not obvious until he was in middle high school. He did not get an IEP until senior high school; we had a huge fight to get it. And the help, when it came, was minimal and disjointed. </p><p></p><p>In a lot of ways I feel that I failed difficult child 1. We can look back with all the kids and see when the problems were apparent, but the trouble is, a lot of what autistic kids do, is also what normal kids do at some stage. It's a matter of timing and degree.</p><p></p><p>I hope the distinction helps.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 421324, member: 1991"] Malika, I used Pervasive Developmental Disorder (PDD) as an umbrella term. There are a number of clearly defined disorders that are subsets of Pervasive Developmental Disorder (PDD). Asperger's Syndrome is one such for you to look at. Pervasive Developmental Disorder (PDD) not otherwise specified is another subset of Pervasive Developmental Disorder (PDD). Apparently when the new DSM V criteria come out, all forms of Pervasive Developmental Disorder (PDD) (Asperger's, autism both high-functioning and severe, Pervasive Developmental Disorder (PDD) not otherwise specified) will simply be labelled as autism. As for the age - they are diagnosing autism younger and younger. difficult child 3 is now 17 years old and was diagnosed autistic at age 3. The diagnosis was confirmed at age 4. He has been reassessed over the years and at times the diagnosis was modified to Asperger's, but since then the autism label has been reapplied. We've been told that the reason he has autism, and not Asperger's, is he has a history of past language delay. That history cannot be changed. it happened. It WAS. Any change in diagnosis has been due to different people having different opinions on the distinction between Asperger's and autism. Maybe that is why DSM V will eliminate the distinction. Fourteen years have passed since difficult child 3 was diagnosed. In tat time they're getting more skilled at recognising and assessing for it in younger children. Earlier diagnosis, even in kids who are otherwise doing OK, is valuable because it means you can put things in place NOW. If your son has mild, high-functioning autism with no language delay (ie Asperger's by current definition) then even if he seems to be doing fine, there are things you can put in place now, at home, even if the school is not on board because they're not really noticing anything particularly problematic. Because they will! difficult child 3 was obvious because of his language delay. difficult child 1 was not obvious. But it manifested in him as being extremely withdrawn and very distractible. However, he was not disruptive; far from it. difficult child 1 would simply sit there in class and zone out. he had friends at school (generally the really bright kids or the weird kids) and had some difficulty with transitions, but less than difficult child 3 (and your son, by the sound of it). difficult child 1 was identified as a problem by the school at age 6. ADHD was diagnosed but it never explained everything. Asperger's was diagnosed in difficult child 1 at age 13-14, because getting difficult child 3 diagnosed tipped us off that autistic tendencies were running in the family. I really wish we'd had difficult child 1 diagnosed earlier - he needed a lot more help but this was not obvious until he was in middle high school. He did not get an IEP until senior high school; we had a huge fight to get it. And the help, when it came, was minimal and disjointed. In a lot of ways I feel that I failed difficult child 1. We can look back with all the kids and see when the problems were apparent, but the trouble is, a lot of what autistic kids do, is also what normal kids do at some stage. It's a matter of timing and degree. I hope the distinction helps. Marg [/QUOTE]
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