DSM V
– In
effect as early as 10/2015
A
second practice shift is indicated by the abandonment of the IQ-Achievement
discrepancy criterion, as well as the omission of cognitive processing deficits
in the diagnostic criteria. The discrepancy model has served as the fundamental
conceptualization of LD for decades, despite robust evidence that it is
conceptually and statistically flawed.
The diagnosis
requires persistent difficulties in reading, writing, arithmetic, or
mathematical reasoning skills during formal years of schooling. Symptoms may
include inaccurate or slow and effortful reading, poor written expression that
lacks clarity, difficulties remembering number facts, or inaccurate
mathematical reasoning.
1. Specific learning
disorder with impairment in reading includes possible deficits in:
- Word reading accuracy
- Reading rate or fluency
- Reading comprehension
DSM-5 diagnostic code 315.00.
Note: Dyslexia is an alternative
term used to refer to a pattern of learning difficulties characterized by
problems with accurate or fluent word recognition, poor decoding and poor
spelling abilities.
2. Specific learning disorder
with impairment in written expression includes possible deficits in:
- Spelling accuracy
- Grammar and punctuation accuracy
- Clarity or organization of written
expression
DSM-5 diagnostic code 315.2.
3. Specific learning
disorder with impairment in mathematics includes possible deficits in:
- Number sense
- Memorization of arithmetic facts
- Accurate or fluent calculation
- Accurate math reasoning
DSM-5 diagnostic code 315.1.
Learning Disorders
315.00 Reading Disorder
As measured by a standardized test that is given individually, the patient's ability to read (accuracy or comprehension) is substantially less than you would expect considering age, intelligence and education.
This deficiency materially impedes academic achievement or daily living.
If there is also a sensory defect, the reading deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.1 Mathematics Disorder
As measured by a standardized test that is given individually, the patient's mathematical ability is substantially less than you would expect considering age, intelligence and education.
This deficiency materially impedes academic achievement or daily living.
If there is also a sensory defect, the mathematics deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.2 Disorder of Written Expression
As measured by functional assessment or by a standardized test that is given individually, the patient's writing ability is substantially less than you would expect considering age, intelligence and education.
The difficulty with writing grammatically correct sentences and organized paragraphs materially impedes academic achievement or daily living.
If there is also a sensory defect, the writing deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.9 Learning Disorder Not Otherwise Specified
315.00 Reading Disorder
As measured by a standardized test that is given individually, the patient's ability to read (accuracy or comprehension) is substantially less than you would expect considering age, intelligence and education.
This deficiency materially impedes academic achievement or daily living.
If there is also a sensory defect, the reading deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.1 Mathematics Disorder
As measured by a standardized test that is given individually, the patient's mathematical ability is substantially less than you would expect considering age, intelligence and education.
This deficiency materially impedes academic achievement or daily living.
If there is also a sensory defect, the mathematics deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.2 Disorder of Written Expression
As measured by functional assessment or by a standardized test that is given individually, the patient's writing ability is substantially less than you would expect considering age, intelligence and education.
The difficulty with writing grammatically correct sentences and organized paragraphs materially impedes academic achievement or daily living.
If there is also a sensory defect, the writing deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).
315.9 Learning Disorder Not Otherwise Specified
Specific
Learning Disorder Specific learning disorder combines the DSM-IV diagnoses of
reading disorder, mathematics disorder, disorder of written expression, and
learning disorder not otherwise specified. Because learning deficits in the
areas of reading, written expression, and mathematics commonly occur together,
coded specifiers for the deficit types in each area are included. The text
acknowledges that specific types of reading deficits are described
internationally in various ways as dyslexia and specific types of mathematics
deficits as dyscalculia.
Particularly
when Mathematics Disorder is associated with high IQ, the child may be able to
function at or near grade level in the early grades, and Mathematics Disorder
may not be apparent
until the fifth
grade or later.
DSMIV page 51
There
is generally a combination of difficulties in the individual's ability to
compose written texts evidenced by grammatical or punctuation errors within sentences,
poor paragraph organization, multiple spelling errors, and excessively poor handwriting.
DSMIV
page 52
315.9 Learning Disorder Not Otherwise Specified
This
category is for disorders in learning that do not meet criteria for any
specific Learning
Disorder.
This category might include problems in all three areas (reading, mathematics,
written
expression) that together significantly interfere with academic achievement
even
though
performance on tests measuring each individual skill is not substantially below
that
expected given the person's chronological age, measured intelligence, and
ageappropriate
education.
DSM IV page 53.
Particularly
when Reading Disorder is associated with high IQ, the child may function at or
near grade level in the early grades, and the Reading Disorder may not be fully
apparent until the fourth grade or later.
DSM IV Page 49.
Page 66/104
Referred to in DSM 5
Links to Files
and Resource Links themselves
https://drive.google.com/open?id=0BwHGYck_H8Pld1ZVNW8telctUGM
Remember, Recueldate, a denial of special services for your child, si servicios para su nino eran negada, that is not the end, eso no es el fin. Puedes apelar su caso. You can appeal the denial. In Wake County, use, Family and Community Connections. 919-4317334, Dani White. FACC@WCPSS.NET . En el condado de Wake en Carolina de Norte, debe comunicarse con Family and Community Connections. 919-4317334, Dani White. FACC@WCPSS.NET . God is Good.
Remember, Recueldate, a denial of special services for your child, si servicios para su nino eran negada, that is not the end, eso no es el fin. Puedes apelar su caso. You can appeal the denial. In Wake County, use, Family and Community Connections. 919-4317334, Dani White. FACC@WCPSS.NET . En el condado de Wake en Carolina de Norte, debe comunicarse con Family and Community Connections. 919-4317334, Dani White. FACC@WCPSS.NET . God is Good.
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