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©The Author(s) 2018.
World J Clin Pediatr. Feb 8, 2018; 7(1): 9-26
Published online Feb 8, 2018. doi: 10.5409/wjcp.v7.i1.9
Published online Feb 8, 2018. doi: 10.5409/wjcp.v7.i1.9
Table 3 DSM-5 criteria for autism spectrum disorders
Persistent deficits in social communication and social interaction across multiple contexts, as manifested by 3 out 3 of the following, currently or by history |
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 |
Deficits in nonverbal communicative behaviours 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 |
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 absence of interest in peers |
Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two out of 4 of the following, currently or by history |
Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases) |
Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day) |
Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest) |
Hyper- or hyporeactivity to sensory input or unusual interests 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) |
Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life) |
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning |
Specify if |
With or without accompanying intellectual impairment With or without accompanying language impairment |
Associated with a known medical or genetic condition or environmental factor |
Specify current severity based on social communication impairments and restricted, repetitive patterns of behavior |
- Citation: Ogundele MO. Behavioural and emotional disorders in childhood: A brief overview for paediatricians. World J Clin Pediatr 2018; 7(1): 9-26
- URL: https://www.wjgnet.com/2219-2808/full/v7/i1/9.htm
- DOI: https://dx.doi.org/10.5409/wjcp.v7.i1.9