PSYCS: Neurodevelopmental Disorders (Part 2) Talens | OT2020

DSM-5 Diagnostic Criteria for Autism Spectrum Disorder o Restricted, Repetitive Behaviors
§ inflexibility of behavior causes significant interference w/
functioning in 1 / more contexts
§ difficulty switching between activities
§ problems of organization & planning hamper independence
• Level 2 (requiring substantial support)
o Social Communication
§ marked deficits in verbal & nonverbal social communication skills
§ social impairments apparent even w/ supports in place
§ limited initiation of social interactions
§ reduced / abnormal responses to social overtures from others
§ example:
- a person who speaks simple sentences
- whose interaction is limited to narrow special interests
- who has markedly odd nonverbal communication
o Restricted, Repetitive Behaviors
§ inflexibility of behavior
§ difficulty coping w/ change
§ other restricted / repetitive behaviors appear frequently enough to
be obvious to casual observer
§ interfere w/ functioning in a variety of contexts
§ distress and/or difficulty changing focus / action
• Level 3 (requiring very substantial support)
o greatest manifestation of all problems
o Social Communication
§ severe deficits in verbal & nonverbal social communication skills
cause severe impairments in functioning
§ very limited initiation of social interaction
§ minimal response to social overtures from others
§ example:
- a person w/ few words of intelligible speech
- rarely initiates interaction
- when he/she does, makes unusual approaches to meet needs
only & responds to only very direct social approaches
o Restricted, Repetitive Behaviors
§ inflexibility of behavior
§ extreme difficulty of coping w/ change
§ other restricted / repetitive behaviors markedly interfere w/
functioning in all steps
§ great distress / difficulty changing focus / action

Development & Course

• not a degenerative disorder
• typically recognized during 2nd year of life but may be seen earlier than 12
months (typical problem: not being able to talk)
• behavioral features first become evident in early childhood
• some would experience developmental plateaus / regression (most
especially in clients w/ Rett Syndrome & Childhood Disintegrative Disorder)
• 1st symptoms involve delayed language development accompanied by lack
of social interest
• during 2nd year, odd & repetitive behaviors become more apparent
• diagnosis is pervasive (cannot be removed) but there could be shifting in
severity levels

• Level 1 (requiring support)

o Social Communication
§ w/o supports in place
§ deficits in social communication cause noticeable impairments
§ difficulty initiating social interactions; clear examples of atypical /
unsuccessful responses to social overtures of others
§ example:
- a person who is able to speak in full sentences; engages in
communication but whose to-and-fro conversatio w/ others
fails; whose attempts to make friends are odd & typically
unsuccessful
PSYCS: Neurodevelopmental Disorders (Part 2) Talens | OT2020
DSM-5 Diagnostic Criteria for Attention-Deficit / Hyperactivity Disorder

Development & Course

• 1st seen: excessive motor activity
• symptoms are difficult to distinguish as normal / what before age 4
• most often identified during elementary school years & inattention becomes
more prominent & impairing
• symptoms of motoric hyperactivity become less obvious in adolescence &
adulthood
• difficulties w/ restlessness, inattention, poor planning & impulsivity persist
PSYCS: Neurodevelopmental Disorders (Part 2) Talens | OT2020
DSM-5 Diagnostic Criteria for Specific Learning Disorder