Autism Spectrum Disorder: Past, Present, and Future

2013 ◽  
Vol 22 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Pat Mirenda
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Diagnostic Category ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Disorder ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Social Communication Disorder

Abstract This paper describes recent changes to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) that may affect AAC service availability to individuals with Autism Spectrum Disorder (ASD) and Social Communication Disorder, a new diagnostic category. In addition, it provides a summary of research on the proportion of individuals with ASD who do not develop functional speech and, thus, rely on AAC. Finally, it emphasizes the importance of conventional literacy instruction for this population, with specific attention to the need to provide alternatives to handwriting, based on recent research.

scholarly journals The Alert Collector: Autism Spectrum Disorder: A Guide to the Latest Resources

2015 ◽  
Vol 55 (2) ◽  
pp. 113
Author(s):  
Michele Frasier-Robinson
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Neurodevelopmental Disorders ◽  
The United States ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5

Since the early 1990s there has been a steady escalation in the numbers of children diagnosed with autism spectrum disorder (ASD)—today it is considered the fastest growing developmental disability in the United States. In 2010, it was estimated that 1 in 68 children were affected by autism spectrum disorder. This is an increase of approximately 120 percent from the data collected ten years earlier. Identifying it as one of six neurodevelopmental disorders, the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) describes autism spectrum disorder as “a series of developmental disabilities characterized by impaired social communication and interaction skills, accompanied by the existence of repetitive behaviors or activities, such as rocking movements, hand clapping or obsessively arranging personal belongings.”

scholarly journals Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms

2020 ◽  
Vol 9 (4) ◽  
pp. 94
Author(s):  
Christopher F. Mulrine ◽  
Betty Kollia
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Communication Disorder ◽  
Dsm 5 ◽  
Social Communication Disorder

Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger’s syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger’s Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.

Autism spectrum disorder

2018 ◽  
Author(s):  
Sven Bölte ◽  
Luise Poustka ◽  
Hilde M. Geurts
Keyword(s):  
Autism Spectrum Disorder ◽  
Dual Diagnosis ◽  
Social Communication ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Clinical Impact ◽  
Spectrum Disorder ◽  
Dsm 5 ◽  
Individual Outcomes ◽  
Dsm Iv

Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revealed a high clinical impact of the combined symptomatology on individual outcomes. This chapter provides a selective overview of behavioural, cognitive, and biological findings as well as intervention strategies in combined ADHD/ASD phenotypes.

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