Intellectual, ADHD
This category of disorder is reserved for individuals under the age of 5 years, when the clinical severity level cannot be reliably assessed during early childhood.
What is global development delay?
This disorder is diagnosed when the following criteria are met
A. Disturbances in the normal fluency and time patterning of speech that are inappropriate for the individual's age and language skills, persist over time, and are characterized by frequent and marked occurrences of one (or more) of the following:
1. Sound and syllable repetitions.
2. Sound prolongations of consonants as well as vowels
3. Broken words (e.g., pauses within a word).
4. Audible or silent blocking (filled or unfilled pauses in speech).
5. Circumlocutions (word substitutions to avoid problematic words).
6. Words produced with an excess of physical tension.
7. Monosyllabic whole-word repetitions
What is child-onset fluency disorder?
This disorder is diagnosed when the following criteria are met.
A. Both multiple motor and one or more vocal tics have been present at some time during the illness, although not necessarily concurrently.
B. The tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.
C. Onset is before age 18 years.
D. The disturbance is not attributable to the physiological effects of a substance (e.g., cocaine) or another medical condition (e.g., Huntington's disease, postviral encephalitis).
What is Tourette's?
This type of validity is concerned with factors that contribute to the onset of a disorder.
What is Etiological Validity
This general category of disorders is characterized by manifestations early in development, often before the child enters grade school, and is characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning.
What are neurodevelopmental disorders?
This mental disorder is diagnosed when the following criteria are met
A. Difficulties learning and using academic skills, as indicated by the presence of at least one of the following that have persisted for at least 6 months, despite the provision of interventions that target those difficulties:
1. Inaccurate or slow and effortful word reading
2. Difficulty understanding the meaning of what is read
3. Difficulties with spelling
4. Difficulties with written expression
5. Difficulties mastering number sense, number facts, or calculation
6. Difficulties with mathematical reasoning
B. The affected academic skills are substantially and quantifiably below those expected for the individual's chronological age, and cause significant interference with academic or occupational performance, or with activities of daily living, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment For 17 years of age and older, a documented history of impairing learning difficulties may be substituted for the standardized assessment
C. The learning difficulties begin during school-age years, but may not become fully manifest until the demands for those affected academic skills exceed the individual's limited capacities
D. The learning difficulties are not better accounted for by IDs, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction
What is Specific Learning Disorder?
This category applies to presentations in which symptoms characteristic of communication disorder that cause clinically significant distress or impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for communication disorder or for any of the disorders in the neurodevelopmental disorders diagnostic class
- Used in situations in which the clinician chooses not to specify the reason that the criteria are not met for communication disorder or for a specific neurodevelopmental disorder, and includes presentations in which there is insufficient information to make a more specific diagnosis
What is Unspecified Communication Disorder?
This disorder is diagnosed when the following criteria are met.
A. Repetitive, seemingly driven, and apparently purposeless motor behavior (e.g., hand shaking or waving, body rocking, head banging, self-biting, hitting own body).
B. The repetitive motor behavior interferes with social, academic, or other activities and may result in self-injury.
C. Onset is in the early developmental period.
D. The repetitive motor behavior is not attributable to the physiological effects of a substance or neurological condition and is not better explained by another neurodevelopmental or mental disorder (e.g., trichotillomania [hair-pulling disorder], obsessive-compulsive disorder).
What is Stereotypic Movement Disorder?
This type of validity is concerned with the present time and with correlations between the disorder and other symptoms, circumstances, and test procedures.
What is Concurrent validity?
This general disorder category is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience.
What is intellectual disability?
This diagnosis is reserved for individuals over the age of 5, should only be used in exceptional circumstances, and requires reassessment.
What is Unspecified Intellectual Developmental Disorder?
This disorder is diagnosed when the following criteria are met.
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by all of the following, currently or by history:
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affects; to failure to initiate or respond to social interactions
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication
3. Deficits in developing, maintaining, and understanding relationships, running, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers
B. Restricted, repetitive patterns of behaviors, 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. Instances of sameness, inflexible adherence to routines, or ritualized patterns of nonverbal behavior
3. Highly restricted, fixated interests that are abnormal in intensity or focus
4. Hyper- or hyporeactivity to sensory input to unusual interest in sensory aspects of the environment
C. Symptoms must be present in the early developmental period
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
E. These disturbances are not better explained by IDD or GDD
What is Autism Spectrum Disorder?
This disorder is diagnosed when the following diagnostic criteria are met.
A. The acquisition and execution of coordinated motor skills is substantially below that expected given the individual's chronological age and opportunity for skill learning and use. Difficulties are manifested as clumsiness (e.g., dropping or bumping into objects) as well as slowness and inaccuracy of performance of motor skills (e.g., catching an object, using scissors or cutlery, handwriting, riding a bike, or participating in sports).
B. The motor skills deficit in Criterion A significantly and persistently interferes with activities of daily living appropriate to chronological age (e.g., self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play.
C. Onset of symptoms is in the early developmental period.
D. The motor skills deficits are not better explained by intellectual disability (intellectual developmental disorder) or visual impairment and are not attributable to a neurological condition affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder).
What is Developmental Coordination Disorder?
This type of validity is concerned with the future and with the stability of the problem over time.
What is Predictive validity?
This category applies to presentations in which symptoms characteristic of a neurodevelopmental disorder that cause impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for any of the disorders in the neurodevelopmental disorders diagnostic class. The unspecified neurodevelopmental disorder category is used in situations in which the clinician chooses not to specify the reason that the criteria are not met for a specific neurodevelopmental disorder, and includes presentations in which there is insufficient information to make a more specific diagnosis (e.g., in emergency room settings).
What is Unspecified Neurodevelopmental Disorder?
This category applies to presentations in which symptoms characteristic of ADHD that cause clinically significant distress or impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for ADHD or any disorders in the neurodevelopmental disorders diagnostic class
- Used when the clinician chooses to communicate the specific reason the presentation does not meet the criteria for ADHD or a neurodevelopmental disorder
What is Other Specified Attention-Deficit/Hyperactivity Disorder?
This disorder is diagnosed when the following criteria are met.
A. Persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages.
B. The disturbance causes limitations in effective communication that interfere with social participation, academic achievement, or occupational performance, individually or in any combination.
C. Onset of symptoms is in the early developmental period.
D. The difficulties are not attributable to congenital or acquired conditions, such as cerebral palsy, cleft palate, deafness or hearing loss, traumatic brain injury, or other medical or neurological conditions.
What is Speech Sound Disorder?
This disorder is only diagnosed when the following criteria are met.
A. Single or multiple motor or vocal tics have been present during the illness, but not both motor and vocal.
B. The tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.
C. Onset is before age 18 years.
D. The disturbance is not attributable to the physiological effects of a substance (e.g., cocaine) or another medical condition (e.g., Huntington's disease, postviral encephalitis).
E. Criteria have never been met for Tourette's disorder.
What is Provisional tic disorder?
This term is considered more important than validity and refers to a consistent result when using the same test.
What is reliability?
This general disorder category is 3-4x more common in individuals with mental disorders, cerebral palsy, and epilepsy.
What is an intellectual disability?
This category applies to presentations in which symptoms characteristic of ADHD that cause clinically significant distress or impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for ADHD or any disorders in the neurodevelopmental disorders diagnostic class
- Used when the clinician chooses not to specify the reason that the criteria are not met for ADHD or a neurodevelopmental disorder, and includes presentations in which there is insufficient information to make a more specific diagnosis
What is Unspecified Attention-Deficit/Hyperactivity Disorder?
This disorder is diagnosed when the following criteria are met.
A. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:
1. Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context
2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than to an adult, and avoiding use of overly formal language
3. Difficulties following rules for conversations and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction
4. Difficulties understanding what is not explicitly stated (making references) and nonliteral ambiguous meaning of language (idioms, humor, metaphors, etc.)
B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination
C. The onset of the symptoms is in the early development period (but deficits may not become fully manifest until social communication demands exceed limited capacities)
D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of work structure and grammar, and are not better explained by ASD, IDD, GDD, or another mental disorder
What is Social (Pragmatic) Communication Disorder?
This category applies to presentations in which symptoms characteristic of a tic disorder that cause clinically significant distress or impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for a tic disorder or any of the disorders in the neurodevelopmental disorders diagnostic class. The other specified tic disorder category is used in situations in which the clinician chooses to communicate the specific reason that the presentation does not meet the criteria for a tic disorder or any specific neurodevelopmental disorder. This is done by recording "other specified tic disorder" followed by the specific reason (e.g., "with onset after age 18 years").
What is Other Specified Tic Disorder?
This category applies to presentations in which symptoms characteristic of a neurodevelopmental disorder that cause impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for any of the disorders in the neurodevelopmental disorders diagnostic class. The other specified neurodevelopmental disorder category is used in situations in which the clinician chooses to communicate the specific reason that the presentation does not meet the criteria for any specific neurodevelopmental disorder. This is done by recording "other specified neurodevelopmental disorder" followed by the specific reason (e.g., "neurodevelopmental disorder associated with prenatal alcohol exposure").
What is Other Specified Neurodevelopmental Disorder?
This diagnosis is reserved for individuals who are under the age of 5 years when the clinical severity level cannot be reliably assessed during early childhood. This category is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning, and it applies to individuals who are unable to undergo systematic assessments of intellectual functioning.
What is Global Developmental Delay?