Paediatrician throws clear light on PDD and the autism spectrum
“It’s all in the wiring,” says Nelson paediatrician Dr Paul Taylor, who visited the Bay last Monday to speak to educators, families and support workers on the subject of his book, A Beginner’s Guide to the Pervasive Developmental Disorders [PDDs].
Statistically at least one in every 100 children has a PDD (three-quarters are boys), though many are never diagnosed. Each child is different and affected to a different degree, though they share impairments in communication, in reciprocal social interaction, and have limited interests.
Dr Taylor touched on the five recognised PDDs. Of the three best known, PDD-Not Otherwise Specified (sometimes called atypical autism) is the most common but least severe; there are also Aspergers Syndrome and the more severe Autism Spectrum Disorder (ASD). Rhett’s Syndrome and Childhood Disintegrative Disorder are rarely seen.
Differences generally become evident as children become toddlers (often before), when typical language, social interaction and patterns of play don’t appear as expected. Depending on the severity of the disorder and the child’s environment, many need informed, ongoing management and support. Nearly all have high anxiety levels due to frustration: “meltdowns” are common, and many have inappropriate behaviours that pose challenges in the classroom and other situations. Most are of normal or above-normal intelligence; some, like Bill Gates, Mozart or Einstein, become leaders in their field.
These neurological differences are inborn. “We have to remember children with PDD are hard-wired differently,” said Dr Taylor. It’s like the difference between computers running Windows and Apple computers; they may both be equally good computers but if we use Windows (normal or “neurotypical”) programmes on an Apple model [child with PDD] it will crash and need time to reboot.”
Dr Taylor said it was important that teachers modelled acceptance and inclusion in classrooms, allowing children the self-management tools (such as time out) they need to stay calm and be able to function in school environments that are frequently too confusing or overstimulating for them. “We cannot force these children to fit their environment, so we must change the environment to fit the child.”
He also outlined other management principles, such as listening to families and the children themselves, seeking alternative explanations for “bad” behaviour, creating structure, and working with the child’s strengths, which can sometimes be considerable.
Dr Taylor’s visit was welcomed by many and his afternoon talk to educators was well attended and commended on its accessible format.
Collingwood student teacher Katrina Richards, who is writing an essay on disability in the classroom, said she had hoped Dr Taylor would provide more strategies, “but I came away with stuff I hadn’t thought about before.”
Motupipi principal Mark Cullen said the talk was useful and that awareness was changing in schools.
“It’s helpful just realising these kids are hard-wired differently and that no amount of yelling or growling will make things work. If staff can realise the behaviour is hard-wired it helps stop them from getting wound up and thinking it’s them, and feeling bad for not being able to fix it.
“What’s changing is the level of dialogue between parents and schools, greater liaison with special education services, better communication about how to handle problems, sharing ideas and strategies. Children now have individual education plans, with input from everyone involved in their education.”
Schools are also employing more teacher aides, “but that uses huge amounts of our operations grants.” Funding remained the greatest challenge, Mr Cullen said.
Maria Polglase
