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The diagnoses are made more general in order to capture the various aspects of communications disorders in a way that emphasizes their childhood onset and differentiate these communications disorders from those associated with other disorders (e.g. autism spectrum disorders).
The DSM-5 categorizes SPCD as a communication disorder within the domain of neurodevelopmental disorders, listed alongside other disorders of speech and language that typically manifest in early childhood. The DSM-5 diagnostic criteria for social communication disorder are as follows:
313.89 Reactive attachment disorder of infancy or early childhood; 307.3 Stereotypic movement disorder; 313.9 Disorder of infancy, childhood, or adolescence NOS: This category is a residual category for disorders with onset in infancy, childhood, or adolescence that do not meet criteria for any specific disorder in the classification.
This version was created to address the need for a systematic approach to the classification of disorders in infancy and early childhood. Used by mental health professionals, physicians, nurses, early educators, and researchers around the world, it has been published in 8 different languages in addition to the original English edition.
Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. [1] However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability. [1] Developmental disorders are present from early life onward.
Classic autism, also known as childhood autism, autistic disorder, or Kanner's syndrome, is a formerly diagnosed neurodevelopmental disorder first described by Leo Kanner in 1943. It is characterized by atypical and impaired development in social interaction and communication as well as restricted, repetitive behaviors, activities, and interests.
Autism spectrum disorder [a] (ASD), or simply autism, is a neurodevelopmental disorder "characterized by persistent deficits in social communication and social interaction across multiple contexts" and "restricted, repetitive patterns of behavior, interests, or activities". [11]
Mixed receptive-expressive language disorder (DSM-IV 315.32) [1] is a communication disorder in which both the receptive and expressive areas of communication may be affected in any degree, from mild to severe. [2] Children with this disorder have difficulty understanding words and sentences.