Outcome Study of Intensive Day Treatment for Children with Pervasive Developmental Disorders
- *Corresponding Author:
- Nazanin Alavi
Department of Psychiatry
Queen’s University, Kingston, Ontario, Canada
E-mail: [email protected]
Received date October 13, 2014; Accepted date November 17, 2014; Published date November 24, 2014
Citation: Alavi N, Roberts N, DeGrace E (2014) Outcome Study of Intensive Day Treatment for Children with Pervasive Developmental Disorders. Autism-Open Access 4:137. doi:10.4172/2165-7890.1000137
Copyright: © 2014 Alavi N, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Objectives: a) To study the characteristics of children referred to day treatment for Pervasive Developmental Disorders (PDD). b) To study association between outcome and the variables understudy. Method: This was a retrospective chart review of all children and adolescents with PDD, who attended a hospital based Day treatment program. Demographic data and variables such as type of community classroom they came from, Length of Stay (LOS), full scale IQ scores, DSM-IV Diagnosis and type of placement at discharge were extracted. Descriptive statistic was used for categorical data and multinomial logistic regression was used for association between outcome and variables understudy. Results: There was an association between gender and outcome, females had better outcome than males. 2/3 of the patients with and without comorbidities had a significant reduction in behavioral symptoms allowing successful reintegration into community schools. Conclusions: A proportion of children with Autistic Spectrum Disorder (ASD) present with severe emotional and behavioral dysregulation which are unmanageable. These children have multiple comorbidities and require more intensive longitudinal assessment by a skilled multidisciplinary team and specific evidence -based interventions to enable them to return to community school. Intensive Day treatment in a therapeutic classroom by skilled multidisciplinary staff reduces the impairing behaviors and allows families and schools to better manage these children.