You will find enclosed a little pell mell, extracts from the ICD-10 (classification of the World Health Organization) and DSM-IV (American classification) for autism and many other disorders dévellopement.
DSM IV ICD 10
and Comparative Table
According to American Psychiatric Association (1994). Mini
DSM IV.
Diagnostic Criteria. Masson
F84.0 [299.00] Autistic Disorder
A. A total of six (or more) among the items described in (1), (2), and (3):
(1) qualitative impairment in social interaction, as manifested by at least two of following:
(a) marked impairment in use, to regulate social interactions of multiple nonverbal behaviors such as eye contact, facial expression, body postures, gestures
(b) failure to develop peer relationships appropriate to developmental level
(c) a lack of spontaneous seeking to share enjoyment, interests or achievements with other people (eg it does not seek to show, to point a finger or make the objects of interest)
(d) lack of social or emotional reciprocity
(2) qualitative impairments in communication as manifested by at least one of the following:
(a) delay or total lack of development of spoken language (no attempt to compensate through alternative modes of communication such as gesture or mime)
(b) in individuals with enough language, marked inability to initiate or sustain conversation with others
(c) stereotyped and repetitive use of language or idiosyncratic language
(3) restricted, repetitive and stereotyped behaviors, interests and activities, as manifested by at least one of following:
(a) encompassing preoccupation with one or more interests stereotyped and restricted abnormal either in intensity or in its orientation
(b) apparently inflexible adherence to routines or rituals specific, nonfunctional
( c) stereotyped and repetitive motor mannerisms (eg flapping or twisting the hands or fingers, complex movements of the body)
(d) persistent preoccupation with parts of objects B.
Delays or abnormal functioning with onset before age three, in at least one of the following areas: (1) social interaction, (2) language as used in social communication, (3) symbolic play or imaginative.
The disturbance is not better explained by a diagnosis of Rett syndrome or childhood disintegrative disorder
F84.2 [299.80] Rett Syndrome
A. Presence of all of the following:
(1) prenatal and perinatal apparently normal
(2) apparently normal psychomotor development during the first 5 months after birth
(3) normal head circumference at birth B.
Occurred after the initial period of development normal, all of the following:
(1) deceleration of head growth between 5 and 48 months
(2) between 5 and 30 months, loss of previously acquired purposeful hand skills, followed by the appearance of stereotyped hand movements (eg hand-wringing or hand washing)
(3) loss of socialization in the early phase of disease (although some forms of social interaction can be developed later)
(4) development of poorly coordinated gait or trunk movements
(5) severely impaired development of expressive language and receptive associated severe psychomotor retardation
F 84.3 [299.10] childhood disintegrative disorder
A. Apparently normal development during the first 2 years of life at least as evidenced by the presence of acquisitions in relation to age in the field of verbal and nonverbal communication, social relationships, play and adaptive behavior.
B. Clinically significant loss before the age of 10 years prior acquisitions in at least two of the following areas:
(1) expressive language and receptive
(2) social skills or adaptive behavior
(3) sphincter control, bladder or anal
(4) game
(5) motor skills C.
Abnormal functioning in at least two of the following areas:
(1) qualitative impairment in social interaction (eg alteration of nonverbal behaviors, failure to develop peer relationships, absence of social or emotional reciprocity)
( 2) qualitative impairments in communication (or lack p.ex.retard of spoken language, inability to initiate or sustain a conversation, use of language in a stereotyped and repetitive, lack of diverse game of "pretend")
(3) restricted, repetitive and stereotyped behaviors, interests and activities, with motor stereotypies and mannerisms
D. The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia.
F84.5 [299.80] Asperger Syndrome
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
(1) marked impairment in use, to regulate social interactions of multiple nonverbal behaviors such as eye contact, facial expression, body postures, gestures
(2) failure to develop peer relationships appropriate to developmental level
(3) about the lack of spontaneous seeking to share enjoyment, interests or achievements with other people (p . ex.il not trying to show, or pointing to make the objects of interest)
(4) lack of social or emotional reciprocity B.
Restricted repetitive and stereotyped behaviors, interests and activities, as manifested by at least one of the following:
(1) concern confined to one or more interests stereotyped and restricted abnormal either in intensity or in its orientation
(2) apparently inflexible adherence to routines or rituals specific, nonfunctional
(3) stereotyped and repetitive motor mannerisms (eg flapping or twisting the hands or fingers, complex movements of the body)
C. The disturbance causes clinically significant impairment in social, occupational, or other important areas.
D. There is no general delay in language clinically significant (eg the subject has used single words at age 2 years and phrases used communication to the age of 3 years).
E. During childhood, there was no significant delay in clinical development or in cognitive development, depending on the age, ability of self, adaptive behavior (except field of social interaction) and curiosity about the environment.
F. The disturbance does not meet criteria for another specific Pervasive Developmental Disorder or those of Schizophrenia.
F84.9 [299.80] Pervasive Developmental Disorder not specified (including atypical autism)
should use this category when there is a severe and pervasive impairment in the development of reciprocal social interaction or communication disabilities verbal and nonverbal, or behavior, interests and activities stereotypes. Do not then, that the criteria for a specific Pervasive Developmental Disorder, Schizophrenia, schizoid personality or avoidant personality are met. For example, this category includes the term "atypical autism" clinical pictures that differ from that of Autistic Disorder by a later age of onset, atypical symptomatology or below the threshold, or all of these characteristics.
In ICD-10 atypical autism is coded F84.1 (Ndt)
ICD 10
WHO (1993), ICD 10
International Classification of Mental and behavioral disorders. Masson
F83 SPECIFIC DISORDERS OF JOINT DEVELOPMENT
residual category of disorders, poorly defined and poorly developed (but necessary), characterized by the simultaneous presence of a specific disorder of development speech or language, disorder of scholastic skills, or disorder of the motor, without any of these disorders is dominant enough to be the main diagnostic. Each of these specific developmental disorders usually includes an overall impairment, more or less important cognitive functions. The diagnosis of mixed specific disorder should be reserved for cases with significant overlap of these developmental disorders (eg when there are disturbances meeting the criteria for at least two of F80, 81 or 82).
F84 Pervasive Developmental Disorders
Group of disorders characterized by qualitative impairments in reciprocal social interaction and communication patterns, as well as a repertoire of interests and activities restricted, stereotyped and repetitive. These qualitative abnormalities, although varying in intensity, infiltrating the entire operation of the subject, whatever the circumstances. In most cases development is abnormal from very early childhood and with few exceptions, these conditions are evident from the first five years. Usually but not always, there is a certain degree of cognitive impairment generally but in fact these disorders are defined in terms of behavior, deviating from the mental age of an individual (whether it is or is not mentally retarded). He still disagreements as to the subdivision of the whole group of pervasive developmental disorders.
In some cases the disorders are related and probably caused by medical conditions (most often infantile spasms, congenital rubella, tuberous sclerosis, cerebral lipidosis, or fragile X syndrome). However, the diagnosis of these disorders must be made from the behavioral characteristics, regardless the presence or absence of any associated medical condition. Medical conditions associated must be scored separately. Mental retardation is not a constant feature of pervasive developmental disorders, and when it is associated with one of these disorders, it must be noted separately (in F70, 79)
F 84.0 CHILDHOOD AUTISM
Pervasive development, characterized by deficient or abnormal development, manifested before the age of three years with a characteristic disturbance in the functioning of each
three areas: social interaction, communication behavior (restricted and repetitive in nature). The disorder occurs three to four times more often in boys than in girls.
Diagnostic guidelines:
Usually, there is no initial period of development is normal, if that were the case, the period of normality does not exceed the age of three. There are still qualitative impairments in social interactions. These result in an inadequate appreciation of social cues or emotional, as evidenced by: the absence of reaction to the emotions of others, lack of adaptive behavior has social context ; The low use of social messages, and the poor integration of communication behaviors, social and emotional and, above all, lack of social and emotional reciprocity. There are also still qualitative impairments of communication. These result in: a lack of social use of language acquisition, regardless of their level, anomalies in the field of play make-believe or social imitative play, a low and a lack of synchronization reciprocity in conversation, a lack of flexibility in verbal expression and a relative lack of creativity and imagination in the thought process And a lack of emotional reaction to the stresses verbal and nonverbal others; poor use variations of pace and emphasis to reflect modulations of communication and a lack of accompanying gesture to highlight and facilitate understanding of spoken communication.
The disorder is characterized by the appearance at last Restricted repetitive and stereotyped patterns of behavior, interests and activities, as evidenced by: a tendency to stiffen and ritualize many aspects of daily functioning (usually concerning both new activities the routine activities and familiar games), a specific attachment, especially in small children, to unusual objects, typically of hard consistency; insistence to perform some routine activities in rituals with no functional (involving, for example, stereotypical concerns with dates, routes or schedules); motor stereotypies; particular interest to non-functional objects (eg smell or texture) and a resistance to changes in routine activities, a opposition to any change in the personal environment (for example, moving furniture or decorative items).
In addition to these specific diagnostic features, autistic children often have other problems such as non-specific fears or phobias, sleep and food, temper tantrums and aggressive behavior. Self-mutilation (eg biting the wrist) are quite common, especially when the disorder is accompanied by severe mental retardation. Most children with autism lack spontaneity, initiative and creativity in organizing their leisure time and have difficulty conceiving the decisions taken as part of a work (including when the tasks they even match their abilities). The term specific deficits inherent in autism is changing course with age, there is always that these deficits persist into adulthood, and they are reflected again by problems of socialization, communication and interest. The occurrence of abnormal development before the age of three years is necessary for diagnosis but the diagnosis may be suspected in all age groups.
Infantile autism may be associated with varying levels of IQ, but there are significant mental retardation in about three quarter of cases.
Include: infantile psychosis
Kanner Syndrome Autistic Disorder
Differential Diagnosis. We must mention another pervasive developmental disorder, a specific disorder of language development, receptive type (F80.2) with secondary social and emotional problems, a reactive attachment disorder of childhood (F94.1 ), an attachment disorder of childhood with disinhibition (F94.2), mental retardation (F70, 79) associated with emotional behavior, schizophrenia (F20) to start very early; Rett syndrome (F84 .2)
Excludes: autistic psychopathy (F84.5) F84.1
ATYPICAL AUTISM
Pervasive developmental disorder that differs from childhood autism by the age of onset or because it does not meet all three groups of diagnostic criteria of infantile autism. Thus, whether the occurrence of developmental abnormalities or occur after the age of three years, the pathological manifestations are not sufficient in one or two of the three psychopathological domains required for diagnosis of autism (social interaction, communication, behavior restricted stereotyped and repetitive). The latter atypicity is particularly common in children with profound mental retardation (in these children it is hardly possible to identify specific abnormal behaviors required for the diagnosis of autism). It is also observed in children who have severe disorders specific to the acquisition of language, receptive, some of these children are indeed symptoms of social, emotional and behavioral problems that overlap with features of infantile autism . Atypical autism thus constitutes a clinical entity that it is justified to separate childhood autism.
Include: infantile psychosis Atypical
Mental Retardation with autistic features
F84.2 RETT SYNDROME
disorder so far described only in girls, whose cause is unknown and which was individualized on the basis of a beginning of evolution of symptoms and characteristics. The disorder typically characterized by an initial development appears normal or nearly normal, followed by partial or complete loss of language and the use of hands, combined with a slowing of head growth. It usually occurs between 7 and 24 months. The loss of voluntary movement of hands, stereotyped movements of hand-wringing and hyperventilation, are particularly characteristic of this disorder. Social Development and the game are discontinued at the first two or three years, while the social interest is usually kept. At the heart of the second childhood, there is often a truncal ataxia and apraxia associated with scoliosis or a kyphoscoliosis, and sometimes choreoathetoid movements. The disorder causes mental retardation always severe and is frequently accompanied by seizures, occurring during the first and second childhood.
Diagnostic guidelines
In most cases, the disorder begins between 7 and 24 months. The most typical characteristic is the loss of voluntary movement of the hands and the performance gained in the field of fine motor manipulation. This loss is accompanied by: the partial or total loss - or absence - of language development of stereotyped hand movements (with type of twisting or wash), with arms flexed in front of the chest or chin ; a tendency to wet your hands with saliva from an inability to chew food properly, frequent episodes of hyperventilation; an almost constant lack of control of bowel control, and often a salivation and a protrusion of the tongue and loss of social interaction. Typically, these children keep a sort of "social smile", they look at people or "look through them," but without interacting socially (however, social interaction, absent during early infancy, often develops later) . The polygon expands, the muscles are hypotonic, the trunk movements become uncoordinated and usually they often develop scoliosis or kyphoscoliosis. Spinal atrophy, resulting in a severe motor disability develops in adolescence or adulthood in about half the cases. Later spastic rigidity can become manifest, usually more pronounced in the lower limbs than upper limbs. In most cases, the disorder is accompanied by seizures, type of absence at the first attack usually occurs before the age of eight. The DSH and concerns or complex stereotyped patterns are rare in this disorder (contrary to what is observed in autism).
Differential Diagnosis. Initially, the diagnosis of Rett syndrome is primarily based on the absence of voluntary movements of hands, the slowdown brain development, ataxia, stereotyped hand movements (with type of washing) and the lack of proper chewing. The evolution towards a progressive motor deterioration, confident diagnosis.
OTHER DISORDER F84.3 Childhood Disintegrative
Pervasive Developmental Disorder (other than Rett syndrome), characterized by the presence of a development period is normal before the onset of disorder, followed an obvious loss in a few months previously acquired performance in several areas of development and at the same time appear characteristic abnormalities communication, social functioning, and behavior. The occurrence of the disorder is often preceded by prodromal symptoms imprecise; between the child becomes irritable, anxious and hyperactive and these symptoms are followed by an impoverishment and a loss of speech and language, and a disorganized behavior. In some cases the loss is slowly progressive acquisitions (especially when the disorder is associated with a progressive neurological condition identifiable), most often, however, there was a decline for several months and then stabilized, followed by a recovery Partial. The prognosis is usually very unfavorable, most individuals bearing severe retardation. It is unclear how this disorder differs from autism. in some cases, its occurrence can be attributed to encephalopathy, but diagnosis must be based on behavioral abnormalities. Any associated neurological disease must be reported separately.
Diagnostic guidelines
Diagnosis is based on an apparently normal development until age 2 years at least, followed by a clear loss of previously acquired performance, combined with qualitative abnormalities in social functioning. There is usually a deep regression - or a loss - of language regression in the level of play, performance and social adaptive behavior, and often loss of bowel control, and sometimes a deterioration of motor control. Previous disturbances typically accompanied by a loss of general interest in environmental, behavioral motor mannerisms, stereotyped and repetitive and impaired autistic type of social interaction and communication. This syndrome resembles, to some extent, the states of dementia in adults, but it differs in three key points: In most cases, no disease or identifiable organic lesion can be demonstrated (although usually admit the presence of organic brain dysfunction), loss of acquisitions may be followed by some recovery; disorders of socialization and communication have something deviant, more typical of autism as an intellectual regression. For all these reasons, the syndrome is included here rather than in F00-F09.
Include: Demencia infantilis
disintegrative psychosis symbiotic psychosis
Syndrome Heller
Excludes: acquired aphasia with epilepsy (80.3 F)
Elective mutism (93.0 F)
Schizophrenia (F20. -)
Rett syndrome (F84.2) F84.4
HYPERACTIVITY ASSOCIATED WITH MENTAL RETARDATION AND STEREOTYPES OF MOVEMENT
poorly defined disorder whose nosological validity remains uncertain. This category is included here because it is demonstrated that children with severe mental retardation (IQ below 50), associated with a significant hyperactivity and a significant disruption of attention, often stereotyped behavior. Among these children, stimulant medications are usually effective (unlike what is observed in children with normal IQ) and can cause a severe dysphoric reaction (sometimes with psychomotor retardation). In adolescence, the hyperactivity is often replaced by a hypoactivity (unusual pattern in hyperkinetic children with normal intelligence). The syndrome is usually accompanied by various developmental delays, specific or global. It is unclear to what extent the behavioral syndrome is the consequence of mental retardation or organic brain damage. We do not know either how to classify disorders involving mental retardation and mild hyperkinetic syndrome in the meantime, they were included in F90.
Diagnostic guidelines
Diagnosis is based on a combination of severe hyperactivity - inappropriate in view of development, motor stereotypies and severe mental retardation, these three elements must be present for diagnosis. If the condition meets the diagnostic criteria for F84.0, F84.1 or F84.2, it should be classified under one of these disorders.
F84.5 Asperger's Disorder
uncertain nosological validity, characterized by a qualitative impairment in reciprocal social interaction, similar to that observed in autism, associated with a repertoire of interests and activities restricted, stereotyped and repetitive. It differs from autism primarily in that it is not accompanied by a delay or impairment of language or cognitive development. Most individuals with this disorder have normal intelligence, but they are usually very clumsy. The disorder is more common in boys than in girls (about 8 boys 1 girl). It is very likely that at least some cases of Asperger syndrome actually represent milder forms of autism, it is not certain that this is always the case. Abnormalities often persist into adolescence and adulthood and do not seem influenced by the environment. in early adulthood, the disorder is sometimes accompanied by psychotic episodes.
Diagnostic guidelines
Diagnosis is based on the presence of qualitative impairments in social interaction and look Restricted repetitive and stereotyped patterns of behavior, interests and activities (as in autism), but without delay clinically significant language or cognitive development. The disorder can be accompanied by communication difficulties similar to those seen in autism, but the presence of a significant delay in language eliminates the diagnosis.
Include: Psychopathy Autistic Disorder
schizoid child
Exclude: Simple Schizophrenia (F20.6)
Personality anankastique (F60.5)
attachment disorder of childhood (F94.1 and F94.2 )
Obsessive Compulsive Disorder (F42)
schizotypal (F21) F84.8
OTHER PERVASIVE DEVELOPMENT DISORDERS
F84.9 Pervasive developmental disorder, unspecified
residual diagnostic category that should be used to classify disorders to the general description pervasive developmental disorders, but that lack of precise information or for which there is conflicting information, so they do not meet the criteria for any of the disorders described in
F84 F88 OTHER DISORDERS OF MENTAL DEVELOPMENT
Include: agnosia development
F89 Disorders of psychological development, unspecified
Include: developmental disorder NOS
COMPARISON OF CATEGORIES OF ICD - 10 AND DSM - IV
| CIM 10 | DSM IV |
| Autism | Autism |
| Rett | Rett |
| Asperger | Asperger |
| Other disintegrative disorder | childhood disintegrative disorder |
| Atypical Autism | TED Unspecified |
| TED unspecified: not enough information or conflicting information | |
| hyperactivity associated with mental retardation and stereotyped movements | |
DSM IV hyperactivity
A. Presence of either (a) or (2).
(1) six of the following symptoms of inattention (or more) persisted for at least 6 months to a degree that is inappropriate or does not match the level of child development:
inattention
(a) often fails to pay attention to details or makes careless mistakes in schoolwork, work or other activities
(b) often has difficulty sustaining attention in tasks or play activities
(c) often does not seem to listen when spoken to directly
(d) often does not follow through on instructions and fails not to complete his homework, chores, or his professional obligations (this is not due to oppositional behavior or an inability to understand instructions)
(e) often has difficulty organizing work or activities
(f) often avoids, dislikes or is reluctant to engage in tasks that require effort mentalsoutenu (such as work schoolwork or homework)
(g) often loses things necessary for tasks or activities (eg toys, school assignments, pencils, books or tools)
(h) often easily distracted by stimuli exterrnes
(i) is often forgetful in daily life
(2) six of the following symptoms of hyperactivity-impulsivity (or more) persisted for at least 6 months a degree that is maladaptive and inconsistent with developmental level of the child.
Hyperactivity
(a) often fidgets with hands or feet or squirms in seat
(b) often rises in the classroom or in other situations where it is supposed to sit
(c) often runs about or climbs excessively in situations where it is inappropriate (in adolescents or adults, symptoms may be limited to subjective feelings of restlessness)
(d) often has difficulty to keep quiet in games or recreation
(e) is often "on the go" or often acts as if it was "spring-mounted"
(f) often talks excessively Impulsivity
(g) leaves often escape the answer to a question not yet fully put
(h) often has difficulty awaiting turn
(i) often interrupts or intrudes on others (eg., broke into conversations or games) B.
Some symptoms of hyperactivity-impulsivity or inattention that caused impairment were present before age 7 years.
C. Presence of a certain degree of functional impairment related to symptoms in two, or more than two different settings (eg. At school - or work-and at home).
D. There must be clear evidence of clinically significant impairment in social, academic or professional.
E. The symptoms do not occur exclusively during a pervasive developmental disorder, schizophrenia or other psychotic disorder, and they are not better accounted for by another mental disorder (eg., Mood disorder, disorder anxiety, dissociative disorder or personality disorder).
Other features, not used for diagnosis, are often present, by age: low frustration tolerance, temper tantrums, authoritarianism, stubbornness, excessive frequent insistence that requests be met, lability of mood, demoralization, dysphoria, rejection reactions from others and low self-esteem.
This disorder is often misunderstood, lack of application tasks are often interpreted as laziness, a refusal of responsibility or oppositional behavior. Family relations are often strained, especially since changes in symptoms are parents to believe that the misconduct was deliberate. The symptoms tend to worsen in situations that require mental effort supported or those that lack the charm and novelty.
Reference: American Psychiatric Association
, DSM4V, Diagnostic and Statistical Manual of Mental Disorders. French translation, Paris, Masson, 1996, 1056p.
ICD 10 for language development disorders
F80 Specific developmental disorders of speech and language disorders
in which normal patterns of language acquisition are altered in the early stages of development. These disorders are not directly attributable to neurological abnormalities, anatomical abnormalities of the vocal apparatus, the sensory impairment, mental retardation, or environmental factors. The specific developmental disorders of speech and language are often accompanied by associated problems such as difficulties reading and spelling, disruption of interpersonal relationships, emotional and behavioral disorders.
F80.0 Specific disorder of the acquisition of the joint
specific developmental disorder in which the child's use of phonemes is below the appropriate level for its mental age, but with normal language skills.
dyslalia
lallation
Disorder
. development (from):
.
articulation. phonological
. functional articulation
With the exception of: alteration of the joint (combined)
(due to):
. aphasia NOS (R47.0)
. apraxia (R48.2)
. hearing loss (H90-H91)
. mental retardation (F70-F79)
. disorder of language acquisition:
. expressive type (F80.1)
. receptive type (F80.2)
F80.1 Disorder of language acquisition, Expressive
specific developmental disorder in which children's abilities to use oral language are significantly below the level corresponding to mental age, but in which language comprehension is within the limits of normal. The disorder may occur with or without disruption of the joint. Dysphasia or aphasia
development, expressive type A
Excludes: acquired aphasia with epilepsy [Landau-Kleffner] (F80.3)
dysphasia and aphasia NOS (R47.0)
dysphasia or aphasia developing type receptive (F80.2)
elective mutism (F94.0)
mental retardation (F70-F79)
pervasive developmental disorders (F84. -)
F80.2 Disorder of the acquisition of language, receptive
specific developmental disorder in which capacity children understand the language are below a level corresponding to his mental age. In fact, in most cases, the expressive side, too, significantly altered and there is usually disturbance of the joint. Aphasia
development of type
Wernicke Dysphasia or aphasia development, receptive verbal
Deafness Disorder A receptive ear
congenital Excludes: acquired aphasia with epilepsy [Landau-Kleffner] (F80.3)
autism (F84.0-T84.1)
dysphasia and aphasia:
. NOS (R47.0)
. development, expressive type (F80.1)
elective mutism (F94.0)
delay (from):
. language acquisition secondary to hearing loss (H90-H91)
. mental (F70-F79)
F80.3 Acquired aphasia with epilepsy [Landau-Kleffner]
disorder in which the child, whose language has previously developed normally loses its acquisition of language, on both the Expressive and responsive, while maintaining normal intelligence. The onset is accompanied by EEG paroxysmal abnormalities and, in most cases, seizures. The disorder usually appears between three and seven years, with loss of language in a few days or weeks. The succession in time between the onset of seizures and loss of language, is quite variable, one of two events preceding the other (or vice versa) a few months to two years. This disorder could be due to inflammatory encephalitic process. In about two thirds of cases, the subjects kept a deficit more or less important
language (from receptive). A
Excludes: aphasia (due to):
. NOS (R47.1)
. autism (F84.0-F84.1)
. childhood disintegrative disorder (F84.2-F84.3) F80.8 Other
developmental disorders of speech and language lisp
F80.9 Developmental disorder of speech and language, unspecified
Disorder IAD language
ICD 10 per Dyslexia, dysgraphia, dyscalculia, dyspraxia
F81 Specific developmental disorders of scholastic skills
Disorders in which the usual procedures learning are impaired in the early stages of development. The alteration is not only the consequence of a lack of opportunities for learning or mental retardation and is not due to brain injury or acquired brain damage.
F81.0 Specific reading disorder
The main feature is a specific and significant impairment of reading acquisition, not solely attributable to a lower mental age, disturbances of vision or inadequate schooling. Comprehension skills of reading, word recognition, reading and oral performance in tasks requiring reading may all be affected. The specific reading disorder is often accompanied by difficulties in spelling, often persisting into adolescence, even when the child was able to make some progress in reading. Children with specific reading disorder often have a history of speech or language. The disorder is often accompanied by emotional and behavioral disturbances during school age.
Dyslexia
Development Delay Specific reading
With the exception of : Alexia NOS (R48.0)
reading difficulties secondary to emotional disorders (F93. -)
dyslexia NOS (R48.0)
F81.1 Specific disorder of the acquisition of spelling
The essential characteristic is a specific and significant impairment of performance development in spelling, in the absence of a history of a specific disorder of reading and not attributable to a lower mental age, with impaired visual acuity, or inadequate schooling. The ability to spell orally and to write words correctly are both affected.
Delay specific spelling (without reading disorder)
With the exception of: agraphia NOS (R48.8)
spelling difficulties:
. associated with a reading disorder (F81.0)
. due to inadequate teaching (Z55.8)
F81.2 Specific disorder of arithmetic acquisition
Alteration of specific performance in arithmetic, not solely attributable to general mental retardation or inadequate schooling. The alteration respect to the control of the basic elements of math: addition, subtraction, multiplication and division (that is, is not limited to the most abstract mathematical skills involved in algebra, trigonometry, geometry or calculus).
acalculia development
Gerstmann Syndrome Disorder acquisition of arithmetic
With the exception of: acalculia NOS (R48.8)
difficulties in arithmetic:
. associated with a disorder of reading or spelling (F81.3)
. due to inadequate teaching (Z55.8)
F81.3 Mixed disorder of scholastic skills
poorly defined residual category of disorders in which there both a significant alteration of the calculation and reading or spelling, not solely attributable to general mental retardation or inadequate schooling. This category should be used for conditions that satisfy both criteria for F81.2 and F81.0 or F81.1. A
Excludes: disorder-specific acquisition:
. arithmetic (F81.2)
. reading (F81.0)
. spelling (F81.1) F81.8
Other developmental disorders of scholastic skills
Disorder of Written Expression acquisition
F81.9 Disorder of Development, scholastic skills, unspecified
Disability (from):
. IAD
learning. concerning the acquisition of knowledge
SAI SAI Learning Disorder
F82 Specific motor development disorder
Alteration severe developmental motor coordination, not only due to general mental retardation or neurological disease specific congenital or acquired. In most cases, a detailed clinical examination, however, allows to highlight signs indicating a significant neurodevelopmental immaturity, such as choreiform members, imitation synkinesis, and other signs associated engines, and disturbance of fine motor coordination and comprehensive.
Retardation child's motor development
Dyspraxia
Disorder Developmental Coordination
With the exception of: gait abnormalities and motility
(R26. -)
lack of coordination (R27 )
. secondary to mental retardation (F70-F79)
ICD 10
Behavioural and emotional disorders with onset usually in childhood and adolescence (F90-F98)
F90 Hyperkinetic disorders
group of disorders characterized by early onset (usually within the first five years of life), lack of persistence in activities that require cognitive involvement and a tendency to move from one activity to another without no finish, combined with overall activity disorganized, uncoordinated and excessive. The symptoms may be accompanied by other abnormalities. Hyperkinetic children are often reckless and impulsive, prone to accidents, and often have problems with discipline because of a lack of compliance, the result of a lack of reflection rather than a deliberate opposition. Their relationships with adults are often marked by a lack of social inhibition, reserve and restraint. They are not accepted by other children and can become socially isolated. These disorders are often accompanied by cognitive impairment and a specific delay of motor development and language. They can cause behavior dissocial or loss of self esteem. A
Excludes: schizophrenia (F20. -)
disorders (from):
. Anxiety (F41. -)
. Pervasive Development (F84. -)
. mood disorders (F30-F39)
F90.0 Disturbance of activity and attention
Impaired attention:
. hyperactivity syndrome
. disorder with hyperactivity A
Excludes: hyperkinetic disorder associated with conduct disorder (F90.1) and hyperkinetic disorder F90.1
conduct disorder Hyperkinetic Disorder
associated with conduct disorder F90.8 Other hyperkinetic disorders
F90.9 Hyperkinetic disorder, unspecified
hyperkinetic reaction of childhood or adolescence NOS Hyperkinetic syndrome NOS
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