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3. The DSM V criteria for Autism Spectrum Disorder (ASD)

The full diagnostic criteria for the pervasive developmental disorders are outlined below. As mentioned above, the diagnostic criteria for the autistic (ASD) disorders are defined by the DSM IV criteria.

  1. Persistent deficits in social communication and social interaction across multiple contexts, as manifested currently or in history by (examples are illustrative, not exhaustive):
    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 affect, to failure to initiate or respond to social interaction.
    2. Deficits in nonverbal communicative behaviors used for social interactions, ranging, for example, from poorly integrated verbal and nonverbal communication to abnormalities in eye contact and body language or deficit in understanding the use of gestures to a total lack of facial expressions and nonverbal communication.
    3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behaviors to suit various social contexts to difficulties in sharing, imaginative play or making friends, to the absence of interest in peers.

  2. Restricted, repetitive patterns of behavior, interest, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive)

    1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys, flipping objects, echolalia, idiosyncratic phrases)
    2. Insistence on sameness, inflexible adherence to routines, or ritualistic patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).
    3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to, or preoccupation with unusual objects, excessively circumscribed or preservative interests).
    4. Hyper- or hypoactivity to sensory input, or unusual interest in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movements)

  3. Symptoms must be present in the early developmental period (but may not be fully manifested until social demands exceed limited capacities, or be masked by learned strategies in late life).
  4. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
  5. These disturbances are not better explained by intellectual disability (intellectual development or disorder) or global developmental delay. Intellectual disability and Autism Spectrum Disorder frequently co-occur; to make a comorbid diagnosis of ASD and intellectual disability social communication should be below that expected for the general developmental level.

Note: Individuals with well-established DSM IV criteria or Pervasive Developmental Disorder (PDD) should be given the diagnosis of ASD. Individuals with marked deficits in social communication who do not meet criteria for ASD should be evaluated for social (pragmatic) communication disorder.

Specify if:

  • With or without intellectual impairment
  • With or without language impairment
  • Associated with a known medical or genetic condition
  • Associated with other neurodevelopmental, mental, or behavioral disorders with catatonia

There are no subtypes of ASD. The distinction is based on the severity of presentation and the degree of support required by each individual with ASD. *Level 1: requiring support, *level 2: substantial support, *level 3: very substation support

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Other topics in the Autism Spectrum Disorder (ASD) section:
ASD Main Page
1. What is ASD (Autism Spectrum Disorder)?
2. How is ASD diagnosed?
3. The DSMV V criteria for ASD
4. What is PDD and Asperger's disorder?
5. How does a typical child with ASD present?
6. The ASD assessment scale/screening questionnaire
7. Who should be evaluated for ASD?
8. What are the causes of ASD?
9. Laboratory testing guidelines
10. What is the best treatment for ASD?
11. Behavioral modification
12. Prognosis (long term outcome) of ASD
13. Differential diagnosis for ASD
14. ASD and the educational (school) system
15. Associations related to ASD
[Print entire ASD section]



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