Pervasive developmental disorder
| Pervasive developmental disorder | |
|---|---|
| Classification and external resources | |
| Specialty | Pediatrics, psychiatry |
| ICD-10 | F84 |
| ICD-9-CM | 299 |
| DiseasesDB | 33524 |
| eMedicine | ped/1780 |
| MeSH | D002659 |
The diagnostic category pervasive developmental disorders (PDD), as opposed to specific developmental disorders (SDD), refers to a group of five disorders characterized by delays in the development of multiple basic functions including socialization and communication. The pervasive developmental disorders are pervasive developmental disorder not otherwise specified (PDD-NOS), which includes atypical autism and is the most common; autism, the best-known, now understood to be part of a spectrum; Asperger syndrome; Rett syndrome; and childhood disintegrative disorder (CDD).
The first three of these disorders are commonly called the autism spectrum disorders; the last two disorders are much rarer, and are sometimes placed in the autism spectrum and sometimes not.
The onset of pervasive developmental disorders occurs during infancy, but the condition is usually not identified until the child is around three years old. Parents may begin to question the health of their child when developmental milestones are not met, including age appropriate motor movement and speech production.
There is a division among doctors on the use of the term PDD. Many use the term PDD as a short way of saying PDD-NOS. Others use the general category label of PDD because they are hesitant to diagnose very young children with a specific type of PDD, such as autism. Both approaches contribute to confusion about the term, because the term PDD actually refers to a category of disorders and is not a diagnostic label.
Symptoms of PDD may include behavioral and communication problems such as:
Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident as well. Unusual responses to sensory information – loud noises, lights – are also common.
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