The learner will: 1) Understand the characteristics/strengths of individuals with PDD and the criteria commonly used to diagnose it. 2) Understand differential diagnosis of PDD. 3) Understand the discrepancy between skill areas for individuals with PDD 4) Understand the communication skills needed to establish a relationship with families. 5) Know how to formulate questions to families which includes knowing what to ask and how to ask for information. 6) Know how to request and accept information 7) Explain the process of referral and evaluation at the pre-referral phase (Top)
Josh is 6 years old. He attended Bright Beginnings Preschool. He is very active and enjoys outdoor play. He has a very good memory, and remembers all of his classmates names. He also remembers routes to favorite locations, such as McDonald’s. He enjoys legos and is very good with puzzles. Josh did not speak until he was four years old. He is verbal, but uses language mostly to get his needs met. His family has learned to prepare him for changes. He has not made any friends and likes to play alone. Josh is in a regular kindergarten class, and having difficulty. (Top)
Josh lives with his parents, Helen and Michael Davis, and younger sister, Hillary, who is 3 years old. The family became concerned with his development when Hillary began speaking earlier than Josh. The family has been to several different doctors and feel confused and frustrated by the different information they have received. The pediatrician noted that Josh had a language delay, but felt that he would catch up by age five. A psychologist told them their son had ADHD, and that there was a question of Pervasive Developmental Disorder (PDD)/Autism Spectrum Disorder. The family does not know who to believe or what this information means for Josh. No formal testing has been completed by the professionals that Josh has seen. (Top)
Mrs. Adams has been a teacher for 20 years and feels frustrated that she has not been able to reach Josh. She called and talked with Mrs. Davis about her concern that she has not been able to figure out the best way to teach Josh and meet his needs at school. She asked the parents whether they would like to meet with the school’s support team to help them learn more about Josh and find out how the family works with Josh at home. She explained that the support team at this point would consist of herself and the head teacher who functions as the support team leader. She was pleased that the family was eager to participate and discovered that a noon time meeting would work best for the family since Hillary would be in day care. In talking with Helen Davis she learned about the different diagnoses that Josh had received and that the family was interested in learning more about autism because the psychologist didn’t really explain it very well. Helen Davis also expressed some relief at being able to talk about Josh’s diagnosis with the school. Mrs. Adams has heard of autism, but does not know what PDD means. The head teacher has had some experience working with children with PDD/autism. (Top)
1. Helen and Michael Davis arrive at the school to meet with Mrs. Adams and the head teacher. Mrs. Adams ask the parents if they have any questions they would like answered. they state that they do not have much information about autism and ask the support team the question, "What is autism?" Provide a list of the characteristics of autism for Josh’s parents. 2. Compare your list with the provided list of characteristics of individuals with autism . How did the group do overall? Which do you typically associate with autism, and which do you not? 3. What are Josh’s strengths for learning? 4. The kindergarten teacher, Mrs. Adams still has questions about Pervasive Developmental Disorder. What is the relationship between PDD and Autism? 5. Mrs. Adams asks, "Should I assume that Josh has three different diagnosis? He has been given a diagnosis of ADHD, language delay and a questions of PDD/autism spectrum disorder." How would you explain? 6. What is the function and process for support teams in schools? As the meeting progresses we learn the following. The family has been very pleased with the school and report that Josh comes home from school happy and content. They feel comfortable with Josh’s class and with Mrs. Adams. They would like Josh to remain in his neighborhood school. Josh does very well with some activities. Mrs. Adams feels that Josh is having the most difficult time in the areas of self selection and circle time. Josh refuses to remain with the group in circle time, yet returns during the music portion of circle time. He tends to wander during self-selection, however, the area that will hold his attention is the puzzle area. He has a difficult time transitioning, however, from this area to tasks in other areas. Mrs. Adams has tried a variety of modifications over the past four weeks including repeating directions for Josh, assigning Josh a "buddy" and allowing Josh to stand rather than sit for activities. The support team leader suggests that the team develop supports with the parents to be tried in the classroom. It was also suggested that records be kept to determine if the supports are working, and what additional supports might be needed. 7. What information would be helpful for the team to ask to the Mr. & Mrs. Davis in developing these supports during self-selection and circle time? (Top)
The following information has been obtained from the family. Josh likes to watch TV and eat dinner in a rocking chair. At home, Josh makes choices of toys in his room when his parents direct him to his toy shelf. His toys are arranged in see through containers. Seeing these, Josh is generally able to select toys or activities particularly those he enjoys. In addition to puzzles and legos, Josh enjoys music, books and match box cars. Based on the family information, the team suggests the following modifications for Mrs. Adams to implement in her classroom. CIRCLE TIME: 1) Allow Josh to sit in a rocking chair 2) Limit his circle time participation to music 3) If Josh is not participating in circle, he will be encouraged to listen to music with head phones. SELF-SELECTION 1) Limit his options during self-selection 2) If Josh still has difficulty making a choice, direct him to a particular task 8. How should the teacher keep track of whether or not these modifications are successful? 9. Interpret the anecdotal records for Josh. Given this interpretation, what are the next steps? (Top)
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