Autism Disorder / Diagnostic Criteria For Asperger's Disorder

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    A)  qualitative impairment in social interaction, as manifested by at least two of the following 

marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye of gaze, facial
expression, body postures, and gestures to regulate social interaction

failure to develop peer relationships appropriate to developmental level

a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g.,by a lack of showing bringing or pointing out objects of interest to other people

lack of social or emotional reciprocity

B )  restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following  

encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

   apparently inflexible adherence to specific , nonfunctional routines or rituals

  stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements

  persistent preoccupation with parts of objects

C)    the disturbance causes clinically significant impairment in social ,occupational, or other important areas of functioning 

D) there is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years 

E)    there is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction) , curiosity about the environment in childhood

     F)     Criteria are not met for another specific pervasive developmental disorder or schizophrenia

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Diagnostic Criteria for Attention _Deficit /Hyperactivity Disorder

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A  .        either (1)   or  (2)

 (1)

six (or more) of the following symptoms of inattention have persisted for at leas 6 months to a degree that is maladapuve  and inconsistent with developmental level 

 Inattention

   often fails to give close attention to details or makes careless mistakes in schoolwork ,work 

 or other activities (a)

often has difficulty sustaining attention in tasks or play activities 

often does not seem to listen when spoken to directly

often does not follow through on instructions and fails to finished school-work, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instruction)

often has difficulty organizing tasks and activitie

often avoids dislikes,or is reluctant to engage in tasks that require sustained mental effort (such as school work or homework)

often loses things necessary for tasks or activities (e.g ., toys, school assignments, pencils, books, or tools)

is often easily distracted by extranerous stimuli

is often forgetful in daily activities

(2)

six(or more) of the following symptoms of hyperactivity - impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with development level

Hyperactivity

often fidgets with hands or feet or squirms in seat

often leaves seat in classroom or in other situation in with remaining seated is expected

often runs about or climbs excessively in situation in which it is inappropriate ( in adolescents or adults, may be limited to subjective feelings of restlessness

often has difficulty playing or engaging in leisure activities quietly

"is often "on the go" or often acts as if "driven by a motor

often talks excessively

Impulsivity

often blurts out answers before questions have been completed

often has difficulty awaiting turn

often interrupts or intrudes on others (e.g., butts into conversation or games

B ) .   some hyperactive-impulsive or inattentive symptoms that  caused impairment were present before age 7 years 

C)      some impairment from the symptoms is present in two or more setting (e,g., at school or work and at home

D).         There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning 

E) .            the symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia, or other psychotic disorder and are not better accounted for by another mental disorder(e,g.,mood disorder, anxiety disorder, dissociative disorder or a personality disorder

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Mental Retardation / Diagnostic Features / Degrees

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Mental Retardation

Mental Retardation / Diagnostic Features

The essential feature of mental retardation is significantly subaverage general intellectual functioning that is accompanied by significant limitations in adaptive functioning in at least two of the following skill areas :

communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety . the onset must occur before age 18 years .  mental retardation has many different etiologies and may be seen as a final common pathway of various pathological processes that affect the functioning of the central nervous system 

general intellectual functioning is defined by the intelligence quotient . obtained by assessment with one or more of the standardized individually administered intelligence tests 

significantly subaverage intellectual functioning is defined as an IQ of about 70 or below 

approximately 2 standard deviations below the mean

 Degrees Of Severity of Mental Retardation

Mild                                     IQ Level            50 - 55 approximatly 70

moderate                              IQ Level             35 - 40    to     50 - 55

severe                                   IQ Level             20- 25      to    35 - 40

profound                               IQ Level             below     20 or 25                                                     

severity unspecified  too impaired 

   

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