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Asperger’s Syndrome Autism or PDD NOS A quick reference chart to help distinguish between the t

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Asperger’s Syndrome Autism or PDD NOS A quick reference chart to help distinguish between the t Powered By Docstoc
					     Asperger’s Syndrome, Autism, or PDD-NOS?
      A quick reference chart to help distinguish between
     the three forms of high-functioning autism spectrum disorders
     mAriLyN J. mONteirO, ph.D.


                                           Asperger’s                                      Autism                                   pDD-NOs
                                      Language skills well developed with       Often display a well developed             Language skills typically less
                                      Asperger’s Syndrome; usually have         vocabulary for labeling; use of            developed than in children with
                     LANguAge AND     developed one or more areas of            language is rote and self-directed with    Asperger’s Syndrome; use of language
                    COmmuNiCAtiON     passionate interest; conversation with    frequent use of scripted language          is prompt-dependent on adults; may
                                      others focuses on conveying facts and                                                have developed one or more areas of
                                      details about preferred topics                                                       passionate interest but have difficulty
                                                                                                                           sharing details with others

                                      Usually initiate and extend social        Become anxious with social                 Prompt-dependent on adults to
sOCiAL reLAtiONships AND              exchanges even though they do so          exchanges and do not generally             structure social exchanges; will initiate
                                      on their agenda; most comfortable         initiate or sustain social interactions;   and extend as long as structure is
   emOtiONAL respONses                with adults or younger children; peer     tend to remove themselves from             present; lack flexibility in their play
                                      relationships are often a source of       social exchanges; most comfortable         routines; may become anxious and
                                      anxiety; may have difficulty regulating   with others when sharing sensory           agitated during loosely structured
                                      emotional states                          interests and limited language is used     language and social interactions

                                      Have developed one or more areas          Tend to focus intently on the              Display some drive to establish
                                      of passionate interest; sensory-          sensory aspects of the toys; seek out      sensory-driven play but can be
                                      driven quality to their narrative when    manipulative materials with visual         redirected by the examiners; during
                       seNsOry use    sharing information with others           and tactile features; create repetitive    social play, tend to create rigid and
                      AND iNterests   about preferred topics; may resist        sensory routines as a means to self-       inflexible play routines infrequent
                                      touching sensory toys; unusual body       regulate anxiety; frequently display       display of unusual body movements
                                      movements are subtle but repetitive       distinctive unusual body movements         and mannerisms
                                                                                and mannerisms

                                      In average range; verbal may be           Cognitive pattern of development           Cognitive pattern of development
                                      higher than nonverbal; WISC-IV            is uneven; typically show higher           is uneven; typically show higher
             COgNitive pAtterN:       Working Memory sometimes lower            nonverbal and lower verbal abilities       nonverbal and lower verbal abilities
                                      than other areas; written expression is
                                      frequently an area of challenge




© 2010 Marilyn J. Monteiro, Ph.D.                                                                                                   www.autismconversations.com

				
DOCUMENT INFO
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posted:4/2/2010
language:English
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Description: This chart is intented to help identify where a child is on the autistic spectrum: whether the diagnosis is Asperger’s Syndrome, Autism, or PDD-NOS.