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DSM: Diagnostic and Statistical Manual of Mental Disorders

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DSM: Diagnostic and Statistical Manual of Mental Disorders

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DSM I:
The focus of the DSM I was on organic and psychotic disorders.

DSM II:
DSM II was similar to DSM I. 76 additional disorders were added.

DSM III:
DSM III was similar to DSM I and DSM II too. New categories of disorders were added to the DSM.

DSM IV:
A major change in DSM IV compared to the other DSM was the inclusion of a clinical significance criterion to almost half of all the categories, which required that symptoms cause "clinically significant distress or impairment in social, occupational, or other important areas of functioning".
DSM V:

Characteristics:

A.      Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text):

1.       Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

2.       Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

3.       Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

Specify current severity:

Severity is based on social communication impairments and restricted repetitive patterns of behavior.

B.      Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):

1.       Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).

2.       Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).

3.       Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).

4.       Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

Specify current severity:

Severity is based on social communication impairments and restricted, repetitive patterns of behavior.

C.      Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).

D.      Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

E.       These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

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Psychological Theory of ASD
-executive function includes:
~organizational and planning abilities
~working memory
~inhibition and impulse control
~time management and prioritizing
~using new strategies
-in early school years, the main signs of impaired executive function include difficulties with inhibiting a response, working memory, and using new strategies
-by the age of 8, s typical child is able to "switch on" and use his or her frontal lobe to inhibit a response and think before deciding what to do or say

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Psychological Theory of ASD
-children with ASD are good at attending to detail but have difficulty perceiving and understanding the overall picture
-typical children have a broader cognitive perspective than a child with autism
-a teacher or parent may have to point out where the child needs to look or what is relevant in the situation

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Psychological Theory of ASD
-Theory of mind: the ability to recognize and understand the thoughts, beliefs, desires, and intentions of other people in order to make sense of their behavior and predict what they will do next. "Mind reading"
-"Mind Blindness" or difficulty putting oneself in another person's shoes.
-a child with ASD does not recognize cues that indicate thoughts or feelings of another person at the level they are expected too

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Discovered Asperger Syndrome in the 1940s.

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-The term "Asperger's syndrome" has been in use for over two decades.
-Replaced with the term ASD Level 1 without language or intellectual impairment.
-"Asperger Syndrome" is also used for research on the internet or in articles for anything prior to 2013.

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Famous Researchers:
Leo Kanner:
-His major work was "Autistic Disturbances of Affective Contact," published in 1943
-He explained  how autism was not a precursor to schizophrenia

Bruno Bettelheim:
-theories on autism, for which he blamed parents and primarily mothers in The Empty Fortress (1967), raised controversy in his lifetime and are now considered to be discredited.
-created the term " refrigerator mothers"

Famous people with ASD
Temple Grandin:
is an autism advocate who rose to fame as an author of several books on autism, in addition to the 2010 HBO Film on her life titled 'Temple Grandin'.
-She speaks across the country about her life growing up with autism and is a professor at Colorado University.

Susan Boyle:

-is a Scottish singer who came to international attention when she appeared as a contestant on  Britain's Got Talent in 2009, singing "I dreamed a dream" from Les Misérables.
- She was raised thinking that she had been briefly deprived of oxygen during a difficult birth resulting in a learning disability.
-However, she was told in 2012–13 that she had been misdiagnosed and has Asperger Syndrome with an IQ "above average"