These findings support the DSM-5 conceptualization of ASD in preschool children.Īmerican Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders, 5th edn. The DSM-5 definition of ASD maximizes diagnostic sensitivity and specificity in the SEED2 sample. Sensitivity and specificity were best balanced with DSM-5 ASD criteria (0.95 and 0.78, respectively).
Children who met PDD-NOS but not DSM-5 ASD ( n = 66), or vice versa ( n = 120) were less likely to have intellectual disability and more likely to be female. Children who met DSM-IV-TR autistic disorder but not DSM-5 ASD ( n = 71) were more likely to have mild ASD symptoms, or symptoms accounted for by another disorder. Agreement between DSM-5 and DSM-IV-TR definitions of ASD were good for autistic disorder (0.78) and moderate for PDD-NOS (0.57 and 0.59). Resultsħ73 children met SEED2 criteria for ASD and 288 met criteria for another developmental disorder (DD). Definitions for DSM-5 ASD, DSM-IV-TR autistic disorder, and DSM-IV-TR Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) were created from the diagnostic checklists. The clinician(s) who evaluated the child completed two diagnostic checklists that indicated the presence and severity of DSM-IV-TR and DSM-5 criteria. MethodsĬhildren between 2 and 5 years of age were enrolled in the Study to Explore Early Development-Phase 2 (SEED2) and received a comprehensive developmental evaluation. The objective of this study was to compare the sensitivity and specificity of DSM-IV-Text Revision (DSM-IV-TR) and DSM-5 definitions of ASD in a community-based sample of preschool children. Arlington, VA, American Psychiatric Association, 2013.The criteria for autism spectrum disorder (ASD) were revised in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.Īmerican Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities). 4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meaning of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation.) B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination. 3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. 2. Impairment in 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. See the DSM-5™ for details and examples.Ī. 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 social context. The following criterion is from the 2013 Diagnostic and Statistical Manual of Mental Disorders Fifth Edition, DSM-5™. Comprehensive Programming for Students Across the Autism Spectrum Trainingĭiagnostic Criteria for Social (Pragmatic) Communication Disorder.Spring Workshop - "My Student is Thriving! Interventions That Facilitate Daily Success, Minimize Meltdowns, and Support Grade-to-Grade Transitions".
Family Early Intervention Resource Cards.Schedules: Examples from TEACCH® Training.Structured Tasks: Examples from TEACCH® Training.Work Systems: Examples from TEACCH® Training.Indiana Autism Spectrum Disorder Needs Assessment.Diagnostic Criteria for Social (Pragmatic) Communication Disorder.Diagnostic Criteria for Autism Spectrum Disorder.Introducing Your Child to the Diagnosis of Autism.For Adolescents and Adults: After You Receive the Diagnosis of an Autism Spectrum Disorder.