AUTISTIC SPECTRUM DISORDER: DSM-5

BY: ANTHONY BERES

Autistic Spectrum Disorder: DSM-5.0

The Denition, As of May 2013:! Aspergers syndrome; pervasive developmental disorder; and childhood disintegrative disorder are now incorporated into the single diagnosis of autism spectrum disorder.!

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Diagnostic and Statistical Manual of Mental Disorders 5.0 (DSM-5)

The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the handbook used by health care professionals in the United States and much of the world as the authoritative guide to the diagnosis of mental disorders. ! DSM contains descriptions, symptoms, and other criteria for diagnosing mental disorders.

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New Medical Discovery:! A Possible Cause of Autism

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In a series of ground-breaking experiments on mice, researchers believe they have found evidence to show how autism results from a failure to quickly lower levels of chloride ions within the neurons of the brain during birth. During birth and delivery there is an extremely abrupt loss of chloride triggered by the release of oxytocin during labor. The study showed that diuretic drugs given to pregnant mice immediately prior to birth could effectively prevent autism developing in their autism-prone offspring. We showed that if you deliver diuretic to the mother before birth and delivery, then the offspring have so to speak been cured whereas if you block oxytocin, you get autism, said Yehezkel Ben-Ari of the French National Institute for Health and Medical Research. Although it would not be practical or safe to treat every pregnant women with diuretic drugs immediately before childbirth to try to prevent autism, he said the ndings on mice suggest that it is important to diagnose children with autism as early as possible so that diuretics and behavioral therapy could be used together.
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STOP AND THINK!!

If you had a chance to use this drug or had a loved one with the opportunity to use it before birth, would you use it?! Or would you need more research and info on the drug?

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Classications
There are two domains where people with ASD must show persistent decits." They include 1) persistent social communication and social interaction, and 2) restricted and repetitive patterns of behavior.! More specically, people with ASD must demonstrate (either in the past or in the present) decits in social-emotional reciprocity, decits in nonverbal communicative behaviors used for social interaction, and decits in developing maintaining and understanding relationships. In addition, they must show at least two types of repetitive patterns of behavior including stereotyped or repetitive motor movements, insistence on sameness or inexible adherence to routines, highly restricted, xated interests or hyper or hyper reactivity to sensory input or unusual interest in sensory aspects of the environment.! Under the new DSM5, clinicians should also rate the severity of these decits, based what level of support they require.

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Severity Levels for Both Domains

Severity level

Social communication
Severe decits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches Marked decits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or "abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited "to narrow special interests, and how has markedly odd nonverbal communication. Without supports in place, decits in social communication cause noticeable impairments. Difculty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Restricted, repetitive behaviors

Level 3! "Requiring very substantial support

Inexibility of behavior, extreme difculty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difculty changing focus or action.
Inexibility of behavior, difculty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in "a variety of contexts. Distress and/or difculty changing focus or action.

Level 2! "Requiring substantial support

Level 1! "Requiring support

Inexibility of behavior causes signicant interference with functioning in one or more contexts. Difculty switching between activities. Problems of organization and planning hamper independence.

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Teaching Strategies for Children with ASD

Establishing and following a visual schedule eliminates the unexpected and assists students in anticipating and preparing for transitions. ! Using strong visual structure, activities can be designed to teach about identifying emotions in self and others, situations that can cause certain emotions, and how to respond in certain social situations.! All students do best when the daily program remains consistent with clear expectations.! A childs particular strengths and interests should be taken advantage of in the classroom.!
If a child cannot learn in the way we teach We must teach in a way that the child can learn! -Unknown.!

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Statistics: !
When comparing DSM-IV to DSM-5
Over 80% of children who met the Autism and Developmental Disabilities Monitoring (ADDM) Network classication for ASD, which is based on DSMIV-TR criteria, also had documented symptoms that met the DSM-5 criteria (which were published in May 2013). ! The remaining 20% met the ADDM Network classication for ASD, but did not meet the DSM-5 criteria. However, many of those children were very close to meeting DSM-5 criteria and were missing only one of the necessary symptoms.! There were no differences between boys and girls or between White and Black children in their likelihood of meeting both the DSM-5 criteria and the ADDM Network classication for ASD.! The ndings suggested that estimates of the number of children with ASD might be lower using the current DSM-5 criteria than using the previous DSM-IV-TR criteria.

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STOP AND THINK!!

HOW WOULD YOU REACT, IF YOUR CHILD NO LONGER MET THE REQUIREMENTS TO GET THE NECESSARY SUPPORT HE OR SHE NEEDS UNDER THE NEW DSM-5 CRITERIA?

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Family and Community Resources:

http:/ /www.autismspeaks.org! Autism Response Team ! Call us! (888) 288-4762! En Espaol (888) 772-9050! Email us at "familyservices@autismspeaks.org ! More Web Sites on ASD DSM-5:! dsm5.org! autism.com! autismconsortium.org
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If you have any questions or concerns check out this link!

http:/ /www.autismspeaks.org/dsm-5/faq!
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Reference Page
AGI Announces Daily Living/Residential Curriculum. Autism Research Institute. N.p., n.d. Web. 9 Feb. 2014. <http:/ /www.autism.com/index.php/news_dsmV DSM-V: What Changes May Mean, 2012!

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Autism-World AutismWorld RSS. N.p., n.d. Web. 9 Feb. 2014. http:/ /www.autism-world.com/index.php/ 2007/03/25/effective-strategies-for-teaching-children-with-autism-spectrum-disorders/ 2007, Effective strategies for teaching children with autism spectrum disorders! Autism Speaks. N.p., n.d. Web. 6 Feb. 2014.! http:/ /www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria ! DSM-5 Diagnostic Criteria, 2013! Autism Speaks. N.p., n.d. Web. 17 Feb. 2014. http:/ /www.autismspeaks.org/dsm-5/faq Answers to Frequently Asked Questions about DSM-5, 2013! Centers for Disease Control and Prevention. N.p., n.d. Web. 17 Feb. 2014. http:/ /www.cdc.gov/ncbddd/ autism/features/impact-dsm5.html Key Findings: Potential impact of DSM-5 criteria on autism spectrum disorder (ASD) prevalence estimates, 2013 ! Autistic-Ally Beautiful. N.p., April 11. Web. 17 Feb. 2014. http:/ /autisticallybeautiful.wordpress.com/ 2012/04/11/autism-quotes/ Autism"Quotes, 2012

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