Onset during the developmental period that includes both intellectual and apative functioning deficits in conceptual, social, and practical domains. The following 3 criteria must be met:

A. Deficits in intellectual functioning confirmed by both clinical assessment and individualized, standardized intelligence testing

B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility

C. Onset of intellectual and adaptive defecitis during the developmental period

*Know Rosa's Law

Mild

Moderate

Severe

Profound

*Based on adaptive functioning not IQ scores.

Conceptual

Social

Practical

Practical Domain:

Mild  Needs help raising a family

Moderate   Needs some help with personal care

Severe   Needs support fall aspects of daily living

Profound  Needs help with all aspects of personal care and safety (constant supervision)

Lack of communication skills may lead to aggression/disruptive bxs.

Global Developmental Delay - diagnosed in children under 5

Unspecified Intellectual Developmental Disorder - diagnosed in children over 5 if unclear if diagnostic criteria for IDD is met.

A. Persistent deficits in social communication and social interaction

B. Restricted, repetitive patterns of behavior, interests, activities

C. Present in early development but may not fully manifest until social demands exceed capabilities

D. Clinically significant impairment of social, occupational, or other areas

Deficits in social emotional receptivity

Deficits in noverbal communication

Deficits in developing, maintaining, and understanding relationships

Code severity

Stereotyped or repetitive motor movements, use or toys, or speech

Insistence on sameness, inflexible adherence to routines

Highly restricted, fixated interests that are abnormal in intensity or focus

Hyper-or-hypo reactive to sensory input or unusual interest in sensory aspects of the environment

With or without accompanying intellectual impairment

With or without accompanying language impairment

Associated with known medical or genetic condition or enviormental factor

Associated with another neurodevelopmental, mental, or behavioral condition

With Catatonia (use additional code F06.1)

Mild

Moderate

Severe

Language Disorder

Speech Sound Disorder

Childhood-Onset Fluencey Disorder (Stuttering)

Social (Pragmatic) Communication Disorder

Unspecified Communication Disorder

Developmental Coordination Disorder

Stereotypic Movement Disorder

Tourette's Disorder

Peresistent Motor or Vocal Tic Disorder

Provisional Tic Disorder

Other Specified Tic Disorder

Other Unspecifieid Tic Disorder

Acquisition and execution or coordination motor skills below expected for given age.

Interferes with daily living.

Repetitive, seemingly purposeless motor behaviors.

Specific with or without self-injurous behavior.

Hierarchical

Sexual or obscene gesture - copropaxia

Repeating sound - echolalia

Average age of onset 4-6 y/o

Males more commonly affected

Multiple motor tics with one or more vocal tics

Wax and wane in intensity

Onset before age 18

Either motor or vocal tics, not both

Must specify

A. A persistent pattern of inattention and/or hyperactivity that interferes with functioning or development as characterized by 1 & 2 (see other flashcards)

B. Sx. present before age 12

C. Sx. present in 2 or more settings

D. Sx. interfere with or reduce quality of social, academic, or occupational functioning

a. Often fails to give close attention to details of 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 to finish schoolwork, work, etc.

e. Often has difficulty organizing tasks and activities

f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

g. Often loses things necessary for tasks or activities

h. Is often easily distracted by extraneous stimuli

i. Is often forgetful in daily activities

a. Often fidgets with or taps hands or feet or quirms in seat

b. Often leaves seat in situations when remaining seated is expected

c. Often runs about or climbs in situations where it is inappropriate

d. Often unable to play or engage in leisure activities quietly

e. Is often "on the go" active as if "driven by a motor"

f. Often talks excessively

g. Often blurts out an answer before a question has been completed

h. Often has difficulty waiting his or her turn

i. Often interrupts or intrudes on others

ADHD Specifiers

Combined presentation

Predominantly inattentive presentation

Predominantly hyperactive/impulsive presentation

In partial remission

Mild

Moderate

Severe

A. Difficulties learning and using academic skills, as indicated by at least one of the following sypmtoms that has persisted for at least 6 months:

1. Inaccurate or slow and effortful word reading

2. Difficulty understanding the meaning of what is read

3. Difficulty with spelling

4. Difficulties with written expression

5. Difficulties mastering number sense, number facts, or calculation

6. Difficulties with mathematical reasoning

B. Below age expectations, problem causing, achievment measure confirmed

C. Begin during school-age years

with impairment in reading

with impairment in written expression

with impairment in mathematics

Mild

Moderate

Severe