Diagnostic Criteria- Dsm 5

Front 1

INTELLECTUAL DISABILITY

Back 1

Typically begins in infancy; intelligence is sufficiently low to require special help in coping with life

Diagnostic Criteria:

A.Deficits in intellectual functioning
*Reasoning, learning, etc.
*IQ scores typically below 70 – but not a criterion

B.Deficits in adaptive functioning
C.Onset of deficits begin during early development

Specifiers are based on functioning, not on IQ: Mild, Moderate, Severe, Profound

May be associated with a genetic syndrome

Front 2

GLOBAL DEVELOPMENTAL DELAY

Back 2

A. Child under age 5 is falling behind developmentally and you’re not sure what the cause is

B. Child “fails to meet expected developmental milestones in several areas of intellectual functioning”

C. Must reassess periodically

Front 3

UNSPECIFIED INTELLECTUAL DISABILITY

Back 3

A. Child over age 5 cannot be reliably assessed – possibly due to physical or sensory impairment

B. Must reassess periodically

Front 4

LANGUAGE DISORDER

Back 4

Delay in spoken and written language that is characterized by small vocabulary, poor grammar, and/or difficulty understanding words or sentences

Diagnostic Criteria:
A. Persistent problems in acquiring and using language across modalities (spoken, written, sign, etc.) due to deficits in comprehension OR production, including:
1.Reduced vocabulary
2.Limited sentence structure
3.Impairments in discourse

B.Language abilities are below those expected for age such that there are functional limitations

C.Onset during childhood

D.Problems are not due to sensory impairment (hearing, seeing) and are not better explained by intellectual disability

*Differentials include – Normal variation, Sensory problems, Intellectual disability, Neurological disorders, Language regression

Front 5

SPEECH SOUND DISORDER

Back 5

Correct speech develops slowly

Diagnostic Criteria:

A.Persistent problems with speech sound production that interfere with others understanding and prevents fluid verbal communication

B.Functional problems result – social participation, academics, work

C.Onset in childhood

D.Rule outs are: congenital or acquired medical conditions (CP, TBI) or other medical or neurological conditions

Differential: Being a kid, Sensory, Structural impairments (cleft palate), other medical disorders, Selective Mutism

Front 6

CHILDHOOD-ONSET FLUENCY DISORDER

Back 6

Stuttering; fluency of speech is disrupted

Diagnostic Criteria

A.Disturbances in the normal fluency and time patterning of speech that are not appropriate for child age and include (see manual for list of specific speech problems)

B.Causes anxiety and functional impairment

C.Starts in childhood (if not, use the adult-onset dx)

D.Not associated with . . . (see manual, the usual suspects)

*Differentials: Sensory, being a kid, Meds, Tourette’s

Front 7

SOCIAL (PRAGMATIC) COMMUNICATION DISORDER

Back 7

Problems with the practical use of language; what they say in conversation doesn’t make sense


Diagnostic Criteria

A.Persistent problems in the social use of verbal and nonverbal communication, including ALL:
1.Deficits in communication for social purposes
2.Impairment in the ability to match communication with context
3.Difficulties following rules for conversation and storytelling
4.Difficulties understanding what is not explicitly stated

B.Deficits result in functional limitations

C.Onset during childhood

D.Rule outs: The usual, autism

*Differentials: Autism, ADHD, Social Anxiety, Intellectual Disorder

Front 8

SPECIFIC LEARNING DISORDER

Back 8

Diagnostic Criteria:

A.Difficulties learning and using academic skills; must have at least one of the symptoms (see manual), and sx’s must have persisted for at least 6 months

B.Academic skills are substantially below what is expected for the child’s age AND cause interference with academic performance

C.Begin during childhood – may not be evident until later

D.Rule outs: intellectual disabilities, sensory, mental or neurological problems, ESL, poor education

Specify: Reading, Writing, Mathematics
Specify: Mild, Moderate, Severe

*Differentials: Academic exposure, Intellectual Disability, Sensory, Neurological, Neurocognitive, ADHD

Front 9

Developmental Coordination Disorder

Back 9

Motor coordination development is slow

Diagnostic Criteria:

A.Acquisition and execution of coordinated motor skills is below expected given the child’s age; clumsiness

B.Functional impairment

C.Starts in childhood

D.Rule outs: Intellectual disability, Sensory, neurological

*Differentials: Medical condition, Intellectual, ADHD, ASD, joint problems

Front 10

STEREOTYPIC MOVEMENT DISORDER

Back 10

Repeated rocking, head banging, biting themselves, etc.

Diagnostic Criteria:

A.Repetitive, seemingly driven, and apparently purposeless motor behavior

B.Functional Impairment

C.Onset in childhood

D.Rule outs: substance use, neurological, other neurodevelopmental or mental disorder (trichotillomania, OCD)

Specifiers:
1. With or without self-injurious behavior
2. IF associated with a known medical or genetic condition
3. Severity: Mild, Moderate, Severe

Front 11

TOURETTE’S DISORDER

Back 11

Multiple vocal and motor tics that occur frequently throughout the day

Front 12

PERSISTENT (CHRONIC) MOTOR OR VOCAL TIC DISORDER

Back 12

EITHER motor OR vocal Tics

Front 13

PROVISIONAL TIC DISORDER

Back 13

Tics have occurred for less than one year

Front 14

Autism Spectrum Disorder

Back 14

A. Persistent deficits in social communication and social interaction across multiple contexts, currently or by history

*Specify current severity

B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following (currently or by history)

1.Stereotyped or repetitive motor movements, use of objects or speech
2.Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior
3.Highly restricted, fixated interests that are abnormal in intensity or focus
4.Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
*Specify severity

C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.

Specify:
–With or without intellectual impairment
–With or without language impairment
–Associated with a known medical or genetic condition or environmental factor
–Associated with another neurodevelopmental, mental, or behavioral disorder
–With catetonia

Front 15

ASD Levels

Back 15

Replaces Mild, Moderate, or Severe

Level 1: Requiring Support (aka “mild”)

•Difficulty initiating social interactions

•Attempts to make friends are often not successful

–Level 2: Requiring substantial Support (aka “moderate”)

•Reduced/abnormal responses to social cues

•Social interactions limited to narrow special interests

–Level 3: Requiring Very Substantial Support (aka “severe”)

•Very limited initiation of social interactions

•Only responds to very direct social approaches