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    DSM 5 ASD Checklist

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    Gtd Cdis Ccsn
    The document provides the DSM-5 checklist for diagnosing Autism Spectrum Disorder (ASD). It lists the key criteria: A) persistent deficits in social communication and interaction, B) restricted, repetitive patterns of behavior, interests or activities, C) symptoms must be present in early development, D) symptoms cause impairment, and E) these disturbances cannot be explained by other factors like intellectual disability. It also provides definitions for the social communication and restricted/repetitive behavior severity levels of 1, 2, or 3 that are used in diagnosis.

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    DSM 5 ASD Checklist

    Uploaded by

    Gtd Cdis Ccsn
    191 views2 pages
    The document provides the DSM-5 checklist for diagnosing Autism Spectrum Disorder (ASD). It lists the key criteria: A) persistent deficits in social communication and interaction, B) restricted, repetitive patterns of behavior, interests or activities, C) symptoms must be present in early development, D) symptoms cause impairment, and E) these disturbances cannot be explained by other factors like intellectual disability. It also provides definitions for the social communication and restricted/repetitive behavior severity levels of 1, 2, or 3 that are used in diagnosis.

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    The document provides the DSM-5 checklist for diagnosing Autism Spectrum Disorder (ASD). It lists the key criteria: A) persistent deficits in social communication and interaction, B) restricted, repetitive patterns of behavior, interests or activities, C) symptoms must be present in early development, D) symptoms cause impairment, and E) these disturbances cannot be explained by other factors like intellectual disability. It also provides definitions for the social communication and restricted/repetitive behavior severity levels of 1, 2, or 3 that are used in diagnosis.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    191 views2 pages

    DSM 5 ASD Checklist

    Uploaded by

    Gtd Cdis Ccsn
    The document provides the DSM-5 checklist for diagnosing Autism Spectrum Disorder (ASD). It lists the key criteria: A) persistent deficits in social communication and interaction, B) restricted, repetitive patterns of behavior, interests or activities, C) symptoms must be present in early development, D) symptoms cause impairment, and E) these disturbances cannot be explained by other factors like intellectual disability. It also provides definitions for the social communication and restricted/repetitive behavior severity levels of 1, 2, or 3 that are used in diagnosis.

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    © All Rights Reserved
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    of 2

    Making an Autism Spectrum Disorder Diagnosis

    Handout IV: DSM-5 ASD Checklist


    _____ A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following,
    currently or by history

    A1. 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.
    A2. 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.
    A3. 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 absences of interest in peers.

    _____ B. Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least 2 of 4 symptoms currently or by history

    B1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining
    up toys or flipping objects, echolalia, idiosyncratic phrases).
    B2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior
    (e.g. extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need
    to take same route or eat same food everyday).
    B3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or
    preoccupation with unusual objects, excessively circumscribed or preservative interest).
    B4. Hyper- or hyporeactivity to sensory input or unusual interest 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)

    _____ C. Symptoms must be present in the early developmental periods ( 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.
    (minimum = level 1)
    _____ Social Communication Severity Level (1, 2, or 3)
    _____ Restricted Repetitive Behavior Severity Level (1, 2, or 3)

    _____ E. These disturbances are not better explained by intellectual disability (intellectual development disorder) or global
    developmental delay.

    Patient meets criteria for ASD


    (criteria A-E satisfied)

    31
    Autism Case Training:
    A Developmental-Behavioral Pediatrics Curriculum
    Making an Autism Spectrum Disorder Diagnosis

    Restricted Interests & Repetitive


    Severity Level for ASD Social Communication
    Behaviors

    Severe deficits in verbal and nonverbal


    social communication skills cause severe
    impairments in functioning, very limited
    Inflexibility of behavior, extreme
    initiation of social interactions, and
    difficulty coping with change, or other
    Level 3 minimal response to social overtures
    restricted/repetitive behaviors markedly
    ‘Requiring very from others. For example, a person with
    interfere with functioning inall spheres.
    substantial support’ few words of intelligible speech who
    Great distress/difficulty changing focus
    rarely initiates interaction and, when he
    or action.
    or she does, makes unusual approaches
    to meet needs only and responds to only
    very direct social approaches.

    Marked deficits in verbal and nonverbal


    social communication skills; social
    impairments apparent even with Inflexibility of behavior, difficulty coping
    supports in place; limited initiation of with change, or other restricted/
    Level 2 social interactions; and reduced or repetitive behaviors appear frequently
    ‘Requiring substantial abnormal response to social overtures enough to be obvious to the casual
    support’ from others. For example, a person observer and interfere with functioning
    who speaks simple sentences, whose in a variety of contexts. Distress and/or
    interaction is limited to narrow special difficulty changing focus or action
    interest, andwho has markedly odd
    nonverbal communication.

    Without supports in place, deficits in


    social communication cause noticeable
    impairments. Difficulty initiating social
    interactions, and clear examples of
    Inflexibility of behavior causes
    atypical or unsuccessful response to
    significant interference with functioning
    social overtures of others. May appear
    Level 1 in one or more contexts. Difficulty
    to have decreased interest in social
    ‘Requiring support’ switching between activities. Problems
    interactions. For example, a person who
    of organization and planning hamper
    is able to speak in full sentences and
    independence.
    engages in communication but whose
    to-and-fro conversation with others fails,
    and whose attempts to make friends are
    odd and typically unsuccessful

    American Psychiatric Association. Pervasive developmental disorders. In: Diagnostic and Statistical Manual of Mental
    Disorders. 5th ed.-text revision (DSM-5). Washington, DC: American Psychiatric Association; 2013.

    32
    Autism Case Training:
    A Developmental-Behavioral Pediatrics Curriculum

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