DSM Criteria that Best Differentiate Intellectual Disability from Autism Spectrum Disorder.
Clinical characteristics of autism spectrum disorder (ASD) and intellectual disability (ID) overlap, creating potential for diagnostic confusion. Diagnostic and statistical manual of mental disorders (DSM) criteria that best differentiate children with ID and some ASD features from those with comorb...
| Publicado en: | Child Psychiatry & Human Development Vol. 48; no. 4; pp. 537 - 546 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | journal article |
| Publicado: |
Springer Nature
Aug2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123610092&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 123610092 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0009398X CPH jtl: Child Psychiatry & Human Development issn: 0009398X maglogo: N pubinfo: dt: Aug2017 vid: 48 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 123610092 10.1007/s10578-016-0681-0 ppf: 537 ppct: 9 formats: fmt: @attributes: type: P size: 388KB tig: atl: DSM Criteria that Best Differentiate Intellectual Disability from Autism Spectrum Disorder. aug: au: Pedersen, Anita Pettygrove, Sydney Lu, Zhenqiang Andrews, Jennifer Meaney, F. Kurzius-Spencer, Margaret Lee, Li-Ching Durkin, Maureen Cunniff, Christopher Pedersen, Anita L Meaney, F John Durkin, Maureen S affil: Department of Psychology and Child Development , California State University, Stanislaus , One University Circle Turlock USA Mel and Enid Zuckerman College of Public Health , The University of Arizona , Tucson USA Statistical Consulting Laboratory, Bio5 Institute , The University of Arizona , Tucson USA Department of Pediatrics, College of Medicine , The University of Arizona , Tucson USA Department of Genetics and Developmental Pediatrics, College of Medicine , The University of Arizona , Tucson USA Department of Epidemiology and Mental Health , Johns Hopkins Bloomberg School of Public Health , Baltimore USA Division of Medical Genetics , Weill Cornell Medical College , New York USA Department of Psychology and Child Development, California State University, Stanislaus, One University Circle, Turlock, CA, 95382, USA Department of Pediatrics, College of Medicine, The University of Arizona, Tucson, AZ, USA Department of Population Health Sciences and Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA Waisman Center, University of Wisconsin-Madison, Madison, WI, USA su: Pathological psychology Autism spectrum disorders Stereotypy (Psychiatry) Behavior Classification of mental disorders People with intellectual disabilities Social skills Pervasive child development disorders Stereotypic movement disorder Differential diagnosis Research funding sug: subj: Pathological psychology Autism spectrum disorders Stereotypy (Psychiatry) Behavior Classification of mental disorders People with intellectual disabilities Social skills Pervasive child development disorders Stereotypic movement disorder Differential diagnosis Research funding keyword: Autism spectrum disorder DSM Intellectual disability Restricted interests/repetitive behaviors Autism spectrum disorder DSM Intellectual disability Restricted interests/repetitive behaviors ab: Clinical characteristics of autism spectrum disorder (ASD) and intellectual disability (ID) overlap, creating potential for diagnostic confusion. Diagnostic and statistical manual of mental disorders (DSM) criteria that best differentiate children with ID and some ASD features from those with comorbid ID and ASD were identified. Records-based surveillance of ASD among 8-year-old children across 14 US populations ascertained 2816 children with ID, with or without ASD. Area under the curve (AUC) was conducted to determine discriminatory power of DSM criteria. AUC analyses indicated that restricted interests or repetitive behaviors best differentiated between the two groups. A subset of 6 criteria focused on social interactions and stereotyped behaviors was most effective at differentiating the two groups (AUC of 0.923), while communication-related criteria were least discriminatory. Matching children with appropriate treatments requires differentiation between ID and ASD. Shifting to DSM-5 may improve differentiation with decreased emphasis on language-related behaviors. pubtype: Academic Journal doctype: journal article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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