DSM-IV Criteria, Pervasive Development Disorder

299.00 Autistic Disorder

1. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):
   
   
   1. qualitative impairment in social interaction, as manifested by at least two of the following:
      
      
      1. marked impairment in the use of multiple nonverbal behaviors, such as eye-to- eye gaze, facial expression, body postures, and gestures to regulate social interaction
      2. failure to develop peer relationships appropriate to developmental level
      3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
      4. lack of social or emotional reciprocity
         
         
   2. qualitative impairments in communication, as manifested by at least one of the following:
      
      
      1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
      2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
      3. stereotyped and repetitive use of language or idiosyncratic language
      4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
         
         
   3. restricted, repetitive, and stereotyped patterns of behavior, interests, and activities as manifested by at least one of the following:
      
      
      1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
      2. apparently inflexible adherence to specific, nonfunctional routines or rituals
      3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements)
      4. persistent precoccupation with parts of objects
         
         
2. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.
   
   
3. The disturbance is not better accounted for by Rett's disorder or childhood disintegrative disorder.
   
   

299.80 Pervasive Developmental Disorder, Not Otherwise Specified

This category should be used when there is a severe and pervasive impairment in the development of reciprocal social interaction or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and activities are present, but the criteria are not met for a specific pervasive developmental disorder, schizophrenia, schizotypal personality disorder, or avoidant personality disorder. For example, this category includes "atypical autism" -- presentations that do not meet the criteria for autistic disorder because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these.

299.80 Asperger's Disorder

1. Qualitative impairment in social interaction, as manifested by at least two of the following:
   
   
   1. marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
   2. failure to develop peer relationships appropriate to developmental level
   3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
   4. lack of social or emotional reciprocity
      
      
2. Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
   
   
   1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
   2. apparently inflexible adherence to specific, nonfunctional routines or rituals
   3. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
   4. persistent preoccupation with parts of objects
      
      
3. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.
   
   
4. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).
   
   
5. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.
   
   
6. Criteria are not met for another specific pervasive developmental disorder or schizophrenia.
   
   

299.80 Rett's Disorder

1. All of the following:
   
   
   1. apparently normal prenatal and perinatal development
   2. apparently normal psychomotor development through the first 5 months after birth
   3. normal head circumference at birth
      
      
2. Onset of all of the following after the period of normal development:
   1. deceleration of head growth between ages 5 and 48 months
   2. loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (i.e., hand-wringing or hand washing)
   3. loss of social engagement early in the course (although often social interaction develops later)
   4. appearance of poorly coordinated gait or trunk movements
   5. severely impaired expressive and receptive language development with severe psychomotor retardation
      
      

299.10 Childhood Disintegrative Disorder

1. Apparently normal development for at least the first 2 years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
   
   
2. Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
   
   
   1. expressive or receptive language
   2. social skills or adaptive behavior
   3. bowel or bladder control
   4. play
   5. motor skills
      
      
3. Abnormalities of functioning in at least two of the following areas:
   
   
   1. qualitative impairement in social interaction (e.g., impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
   2. qualitative impairments in communication (e.g., delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
   3. restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms
      
      
4. The disturbance is not better accounted for by another specific pervasive developmental disorder or by schizophrenia.

TACA Family Stories

Before		During		After

I had Christian when I was 19 years old.  For the first year of his life I couldn’t imagine anything being wrong with my baby.  He smiled; he laughed; he rolled, crawled and walked on time.  At age one he had a massive overload for his little immune system.  He had two ear infections, a high fever, back to back treatment of major antibiotics and he was given his MMR, varicella and HIB vaccines while he was still very sick.  Christian faded away for the next 6 months.

At age two he was diagnosed with full syndrome Autism.  I met an amazing mother who introduced me to the group Talk About Curing Autism.  Before I found out about TACA, I had no clue that there was hope for my child. From that day on I knew that it was my job to get my son back and undue what had been done to him.

It has been three years since Christian was diagnosed with Autism.  I had taken what I had learned from TACA, found wonderful therapists, began a diet, found a DAN! Doctor, and took control of my child’s health.  I heard his first word when he was 38 months old, and let me tell you, it was worth the wait.   

Today Christian attends a typical private preschool. He is the only child in the class with a diagnosis…and none of the other parents know that.  He speaks clearly, has friends, reads, pretends on the playground and even knows what he wants to be when he grows up (which of course changes weekly). 

I can honestly say, if I had not found that mom (you know who you are), and not been introduced to TACA, I don’t know where Christian would be today and I don’t know if I would ever have been able to help other parents starting this journey.  Thank you TACA, thank you my hero mom, and thank you Christian for fighting this with me.  I love you.

Chelsi, Washington State