Summary DSM-5
Neurodevelopmental disorder
Intellectual disabilities
Intellectual disability (intellectual developmental disorder)
Intellectual disability is a disorder with onset during the developmental period that includes both
intellectual and adaptive function deficits in conceptual, social, and practical domains. The following
3 criteria must be met:
A. Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract
thinking, judging, academic learning, and learning from experience.
B. Deficits in adaptive functioning that results in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
C. Onset of intellectual and adaptive deficits during the developmental period.
Specify current severity (DSM-5 p.19)
Mild
Moderate
Severe
Profound
Global developmental delay
This diagnose is for individuals under the age of 5 years when the clinical severity level cannot be
reliably assessed during early childhood.
Unspecified intellectual disability
This category is reserved for individuals over the age of 5 years when assessment of the degree of
intellectual disability by means of locally available procedures is rendered difficult or impossible
because of sensory of physical impairments (e.g. blindness, deafness).
Communication disorders
Language disorder
A. Persistent difficulties in the use of language across modalities (spoken, written, sign
language) due to deficits in comprehension or production that include the following:
Reduced vocabulary.
Limited sentence structure.
Impairments in discourse.
B. Language abilities are substantially and quantifiably below those expected for age, resulting
in functional limitations in effective communication/ social participation.
C. Onset of symptoms is in the early development period.
D. Difficulties are not attributable to hearing problems.
Speech sound disorder
A. Persistent difficulty with speech sounds 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.
C. Onset of symptoms is in the early development period.
1
, D. The difficulties are not attributable to another medical/ neurological condition.
Childhood-onset fluency disorder (stuttering)
A. Disturbances in the normal fluency and time patterning of speech that are inappropriate for
the individuals age and language skills, persistent over time, and are characterized by
frequent and marked occurrences of 1> of the following:
Sound and syllable repetitions.
Sound prolongations of consonants as well as vowels.
Broken words.
Audible or silent blocking.
Circumlocutions.
Words produced with an excess of physical tension.
Monosyllabic whole-word repetitions.
B. The disturbance causes anxiety about speaking or limitations in effective communication.
C. Onset of symptoms is in the early development period.
D. The disturbance is not attributable to another medical/ neurological condition.
Social (pragmatic) communication disorder
A. Persistent difficulties in the social use of verbal and nonverbal communication as manifested
by all of the following:
Deficits in using communication for social purpose, such as greetings and sharing
information, in a manner that is appropriate for the social context.
Impairment of the ability to change communication to match context or the needs of
the listener.
Difficulties following rues for conversations and storytelling, such as taking turns in
conversations, rephrasing when misunderstood.
Difficulties understanding what is not exact stated.
B. De deficits result in functional limitations in effective communication, social participation,
social relationships.
C. Onset of symptoms is in the early development period.
D. The disturbance is not attributable to another medical/ neurological condition.
Unspecified communication disorder
This category is used in situations in which the clinician chooses not to specify the reason that the
criteria are not met.
Autism spectrum disorder
Autism spectrum disorder
A. Persistent deficits in social communication and social interaction across multiple contexts, as
manifested by all of the following, currently or by history:
Deficits in social-emotional reciprocity, ranging, for example, from abnormal social
approach and failure of normal back-and-forth conversation; to reduce sharing of
interest, emotions, or affect.
Deficits in nonverbal communicative behaviours used for social interaction, ranging,
for example, poorly integrated verbal and nonverbal communication; to
abnormalities in eye contact and body language.
Deficits in developing, maintaining, and understanding relationships, ranging, for
example from difficulties adjusting behaviour to suit various social contexts; to
difficulties in sharing imaginative play or in making friends.
B. Restrictive, repetitive patterns of behaviour, interests, or activities as manifested by at least 2
of the following:
2
, Stereotyped or repetitive motor movements, use of objects, or speech.
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of
verbal or nonverbal behaviour.
Highly restricted, fixated interests that are abnormal in intensity or focus.
Hyper- or hypo reactivity to sensory input or 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. The disturbance is not attributable to another medical/ neurological condition.
Attention deficit/ hyperactivity disorder
Attention-deficit/hyperactivity disorder (ADHD)
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development, as characterized by one or both of the following:
(1) Inattention: 6> of the following symptoms have persist for at least 6 months to a
degree that is inconsistent with developmental level.
Often fails to give close attention to details or makes careless mistakes in
(school)work.
Often had difficulty sustaining attention in tasks.
Often does not seem to listen when spoken to.
Often does not follow through on instructions or fails to finish tasks.
Often had difficulty organizing tasks and activity.
Often dislike tasks that require sustained mental effort.
Often loses things (books/ pencils/ phone/ bag).
Is often easily distracted by external stimuli/
Is often forgetful in daily activities.
(2) Hyperactivity and impulsivity: 6> of the following symptoms have persist for at least
6 months to a degree that is inconsistent with developmental level.
Often taps hands of feed.
Often leaves seat in situations when remaining seated is expected.
Often runs around/ climbs in situations where it is inappropriate.
Often unable to play quietly.
Often talks excessively.
Often blurts out an answer before a question has been completed.
Often had difficulty waiting his turn.
Often interrupts others.
B. Several inattentive and hyperactive-impulsive symptoms were present prior to age 12 years.
C. Several inattentive and hyperactive-impulsive symptoms are present in 2 or more setting
(school, home, work, with friends).
D. There is clear evidence that the symptoms interfere with or reduce the quality of social/
academic functioning.
E. Symptoms do not only occur during an episode of schizophrenia or another psychotic
disorder.
Other specified attention-deficit hyperactivity disorder
3
,This category is used when there are symptoms characteristic for an attention-deficit hyperactivity
disorder, but when all the criteria are not fully met.
Unspecified attention-deficit hyperactivity disorder
This category is used in situations in which the clinician chooses not to specify the reason that the
criteria are not met.
Specific learning disorder
Specific learning disorder (dyslexia/ dyscalculia)
A. Difficulties learning and using academic skills as indicated by the presence of at least one of
the following symptoms that have persisted for at least 6 months, despite the provision of
interventions that target those difficulties:
Inaccurate or slow word reading.
Difficulty understanding the meaning of what is read.
Difficulties with spelling.
Difficulties with written expression.
Difficulties mastering number sense, number facts, or calculations.
Difficulties with mathematical reasoning.
B. The affected academic skills are substantially and quantifiably below those expected for the
individuals chronological age, and cause significant interference with academic or
occupational performance, or with activities of daily living.
C. The learning difficulties start during school- age years but may not become fully manifested
until the demands for those affected academic skills exceed the individuals limited capacities.
D. The learning difficulties are not better accounted for by intellectual disabilities.
Motor disorders
Developmental coordination disorder
A. The acquisition and execution of coordinated motor skills is substantially and quantifiably
below those expected for the individuals chronological age and opportunity for skill learning
and use.
B. The motor skills deficit in criterion A significantly and persistently interferes with activities of
daily living appropriate to chronological age.
C. Onset of symptoms is in the early development period.
D. The motor skills deficits are not better explained by another medical/ neurological condition.
Stereotypic movement disorder
A. Repetitive, seemingly driven and apparently purposeless motor behaviour (e.g. hand
shaking/ waving/ head-banging/ self-biting/ hitting own body).
B. The repetitive motor behaviour interferes with social, academic, or other activities and may
result in self-injury.
C. The repetitive motor behaviour is not attributable to the physiological effects of a substance
or better explained by another mental disorder.
Tic disorder
Tourette’s disorder
4
, 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 or better
explained by another mental disorder.
Persistent (chronic) motor or vocal tic disorder
A. Single or multiple motor or vocal tics have been present during the illness, but not both vocal
and motor.
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 or better
explained by another mental disorder.
E. Criteria have never been met for Tourette’s disorder.
Provisional tic disorder
A. Single or multiple motor and/or vocal tics.
B. Tics have been present for less than a year since the first tic onset.
C. Onset is before age 18 years.
D. The disturbance is not attributable to the physiological effects of a substance or better
explained by another mental disorder.
E. Criteria have never been met for Tourette’s disorder or persistent motor or vocal tic disorder.
Other specified tic disorder
This category is used when there are symptoms characteristic for a tic disorder, but when all the
criteria are not fully met.
Unspecified tic disorder
This category is used in situations in which the clinician chooses not to specify the reason that the
criteria are not met.
5
