Neurodevelopmental Disorders (DSM-5-TR Criteria)

Intellectual Disability (Intellectual Developmental Disorder)

A. Deficits in intellectual functions, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing.

B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life.

C. Onset of intellectual and adaptive deficits during the developmental period.

Global Developmental Delay

Reserved for individuals under 5 years old when clinical severity cannot be reliably assessed. Diagnosed when an individual fails to meet expected developmental milestones in multiple areas. Requires reassessment over time.

Language Disorder

A. Persistent difficulties in the acquisition and use of language across modalities due to deficits in comprehension or production, including:

• Reduced vocabulary

• Limited sentence structure

• Impairments in discourse

B. Language abilities are substantially below age expectations and result in functional limitations.

C. Onset in early developmental period.

D. Difficulties not attributable to sensory impairments or other conditions.

Speech Sound Disorder

A. Persistent difficulty with speech sound production that interferes with speech intelligibility.

B. Causes limitations in communication.

C. Onset in early developmental period.

D. Not attributable to congenital or acquired conditions.

 Childhood-Onset Fluency Disorder (Stuttering)

A. Disturbances in normal fluency and time patterning of speech, including:

• Sound and syllable repetitions

• Sound prolongations

• Broken words

• Audible or silent blocking

• Circumlocutions

• Words produced with excess physical tension

• Monosyllabic whole-word repetitions

B. Causes anxiety, limitations in communication, or reduced participation.

C. Onset in early developmental period.

D. Not attributable to neurological conditions.

Social (Pragmatic) Communication Disorder

A. Persistent difficulties in social use of verbal and nonverbal communication, including:

• Deficits in using communication for social purposes

• Impairment in ability to match communication to context

• Difficulties in following conversation rules

• Difficulties in understanding nonliteral or ambiguous meanings

B. Results in limitations in communication, social participation, or relationships.

C. Onset in early developmental period.

D. Not attributable to other medical or neurological conditions.

Autism Spectrum Disorder

A. Persistent deficits in social communication and social interaction across multiple contexts, including:

• Deficits in social-emotional reciprocity

• Deficits in nonverbal communication behaviors

• Deficits in developing, maintaining, and understanding relationships

B. Restricted, repetitive patterns of behavior, interests, or activities, including at least two of:

• Stereotyped/repetitive motor movements or speech

• Insistence on sameness, inflexible routines

• Highly restricted, fixated interests

• Hyper- or hyporeactivity to sensory input

C. Symptoms present in early developmental period.

D. Symptoms cause significant impairment in functioning.

E. Not better explained by intellectual disability.

Attention-Deficit/Hyperactivity Disorder (ADHD)

A. Persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning, as characterized by:

1. Inattention: (6+ symptoms for children, 5+ for adults, persisting for at least 6 months)

• Fails to give close attention to details

• Difficulty sustaining attention

• Does not seem to listen

• Does not follow through on instructions

• Difficulty organizing tasks

• Avoids sustained mental effort

• Loses necessary items

• Easily distracted

• Forgetful in daily activities

2. Hyperactivity and Impulsivity: (6+ symptoms for children, 5+ for adults, persisting for at least 6 months)

• Fidgets or squirms

• Leaves seat in situations where staying seated is expected

• Runs/climbs in inappropriate situations

• Unable to engage in quiet activities

• Often "on the go"

• Talks excessively

• Blurts out answers

• Difficulty waiting turn

• Interrupts or intrudes on others

B. Several symptoms present before age 12.

C. Symptoms present in two or more settings.

D. Symptoms interfere with functioning.

E. Not better explained by another disorder.

Specific Learning Disorder

A. Difficulties learning and using academic skills, persisting for at least 6 months, despite interventions, as indicated by:

• Inaccurate or slow word reading

• Difficulty understanding reading meaning

• Difficulties with spelling

• Difficulties with written expression

• Difficulties with number sense, facts, or calculations

• Difficulties with mathematical reasoning

B. Affected skills are below age expectations and cause impairment.

C. Began during school-age years but may not manifest until demands exceed capabilities.

D. Not due to intellectual disabilities or sensory impairments.