Dsm-Iv Diagnostic Criteria

Front 1

What is the diagnosis criteria of a
Reading Disorder?

Back 1

a. Reading achievement is below that expected for chronological age
b. significantly interferes with academic success or daily tasks requiring reading skills
c. If a sensory deficit is present the reading difficulties are beyond what is attributable to deficit

Front 2

What is the diagnosis criteria of
Mental Retardation?

Back 2

A.Significant subaverage intellectual functioning ( IQ of approximately 70 or below)
B.Concurrent deficit or impairments in meeting standards of expected behavior for their age and at least two of the following areas: communication, self-care, home living, social and interpersonal skills,use of community resources, self direction,functional academic skills, work, leisure, health, and safety.
C. Onset is before each 18

Front 3

What is the diagnosis criteria of a
Mathematical Disorder?

Back 3

A. mathematical ability is significantly below that expected given the person's chronological age, measured intelligence, and age-appropriate education.
B. significantly interferes with academic achievement or activities of daily living.
C. If a sensory deficit is present the reading difficulties are beyond what is attributable to deficit.

Front 4

what is the diagnosis criteria of a
Written Expression Disorder?

Back 4

A. writing skills are substantially below those expected given the persons chronological age, intelligence, and age-appropriate education.
B. significantly interferes with academic achievement or activities of daily living.
C. If a sensory deficit is present the reading difficulties are beyond what is attributable to deficit.

Front 5

Learning Disorder Not Otherwise Specified.

Back 5

Disorders and learning that do not meet criteria for a specific learning disorder.
May include problems in all three areas, which significantly interfere with academic success, or dearly living

Front 6

Developmental Coordination Disorder

Back 6

A. Motor coordination required for dealing activities is substantially below that expected given the person chronological age and measured intelligence. (e.g. marked delays in walking, crawling, sitting, person may be clumsy, or poor performance in sports or handwriting.
B. Interferes with academic achievement or activities of daily living.
C. Not due to a general medical condition and does not meet criteria for a pervasive of developmental disorder.
D. Mental retardation is present, motor difficulties are in excess of those usually associated with it.

Front 7

Expressive Language Disorder

Back 7

A. limited vocabulary, making errors in tents, or having difficulty recalling words are producing sentences with developmentally appropriate length or complexity.
B. Difficulties interfere with academic success, occupational achievement, or with social communication.
C. Not a mixed receptive expressive language disorder or pervasive developmental disorder.
D. If mental retardation, a speech motor or sensory deficit, or environmental deprivation is present, language difficulties are in excess of those usually associated with these problems.

Front 8

Mixed Receptive Expressive Language Disorder

Back 8

A. Difficulty understanding words, sentences, or specific types of words, such as spatial terms.
B. difficulties with receptive and expressive language interfere with academic or occupational achievement,
C. Not A Pervasive Developmental Disorder
D. If Mental Retardation is present, a speech motor or sensory deficit, or if environmental deprivation is present, the language difficulties are in excess of those usually associated with these problems.

Front 9

Phonological Disorder

Back 9

A. Failure to use developmentally expected speech sounds that are appropriate for age and dialect
B. interfere with academic, occupational, or with social communication.
C. If Mental Retardation is present, a speech motor or sensory deficit, or if environmental deprivation is present, the language difficulties are in excess of those usually associated with these problems.

Front 10

Stuttering

Back 10

A. Disturbance in normal fluency and patterning of speech, characterized by freaquent occurances of one or more of the following:
1. sound/syllable repetition
2.sound prolongations
3. interjections
4. broken words (pauses within words)
5. audible/silent blocking (filled or unfilled pauses in speech)
6.circumlocutions (word substitutions)
7.Words produced with xtra tension
8.monosyllabic whole-word repetitions (e.g. I-I-I see him)
B. Interferes with academic, occupational, or social communication
C.Beyond a speech/motor or sensory deficit if present

Front 11

Autistic Disorder

Back 11

Six or More items from 1, 2, 3, w/ at least two from 1, and one each from 2 and 3.

1. impairment in the use of multiple nonverbal behaviors
a. eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
b. Failure to develop peer relationship appropriate to developmental level
c. Lack of spontaneously interactions with other people.
d. Trouble with social or emotional reciprocity
2. Impairments in communication
a. delay or lack of spoken language
b. impairment in the ability to initiate or sustain a conversation
c.repetitive use of language or idiosyncratic language
3. restricted repetitive and stereotyped patterns of behavior, interests, and activities.
a.one or more stereotyped or restricted patterns of interest that is abnormal either in intensity or focus
b. inflexible adherence to specific, nonfunctional routines or focus
c. motor mannerism that are stereotyped or repetitive
d. persistent preoccupation with parts of objects