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Diagnostic Criteria for Autism Spectrum Disorders JaNiqua M. Burton SPCE 680-807 September 5, 2023

Diagnostic Criteria for Autism Spectrum Disorders This assignment aims to see how DSM-5 (Diagnostic and Statistical Manual of Mental Disorder, 5th Edition) evaluates the efficiency of the criteria. It is critical that we start with the definition of autism and the impact it has made on society. Autism is defined as developmental disability caused by differences in the brain. The impairments associated with autism are social communication/interaction and stereotypical behaviors. More specifically individuals with ASD have their own ways of learning, moving, or paying attention. Over time the epidemiology of autism has changed and has become more accepted by society. In the DSM-5, the concept of ‘autism’ reverted from the subtypes model expounded in DSM-IV (1994) and maintained in DSM-IV-TR (2000) to the earlier concept of a spectrum of autism-related behaviors. In the first video you see Ian displaying constant hand flapping which falls under the criteria and repetitive motor movement. He displayed this motor movement to show his excitement while he dances to the music. While he also shows no interest in what his parents are saying as far as him showing how much he loves his parents and grandparents. From that observation he is more fixated on the music while playing with his shadow. He also has slight vocal stimming as well. It was also specified that as far as autism in DSM-5 traits can be presented since/before birth. These characteristics fall under A1 and A2 because of the deficits in social emotional reciprocity and nonverbal communicative behaviors that are used for social interaction. Brigette in video 2 at the beginning she displayed some vocal stimming, and echolalia She also exhibits constant rocking back in forth with hand flapping. What I found intriguing about this video was that they were doing therapy in the bathroom which is quite abnormal. She also shows an odd infatuation with the shower curtain. This results in being a ritualized routine

and will increase resistance if the routine needs to be changed. You will also see that she enjoys certain songs that have become repetitive to her because she was easily able to follow along and it made her happy. I characterize her traits with B3 because she is highly fixated on her interest and B1 with the constant vocal stimming and hand flapping. In video 3 Sam is vocal stimming, tapping on his face and rubbing his ears. He has a negative sensory sensitivity to the music played in the car. From observations and listening more to the background noises the car makes a significant amount of noise. You never really could tell what caused his sensory overload, but you only really make it from a personal observation of the things that was happening in his surroundings. Then he also could be having a positive response to the sensory because according to the criteria they lack being able to appropriately show their emotions even when they are happy or sad. He also could not effectively communicate with her whether he wanted the music turned off due to him being nonverbal, so his stimming pitch increased slightly from frustration. Sam characteristics identifies with criteria B1 and A2 because of the repetitive motor movements and nonverbal communicative behaviors. Diana is a high functioning autism with sensory issues (PDD-NOS) . She was diagnosed at an early age and explained and showed signs of her autism. During the video, she fidgeted with her hands and did not maintain eye contact during the interview. She also mentions certain things that will trigger her sensory, such as noise, touch, taste. For example, making sounds with coins or simple sounds, someone touching her. Some ways she copes with her sensory and anxiety are playing music, reading, and writing. She recalled her early childhood behaviors and shared some of the coping strategies she has learned. For example, when she was playing with barbie dolls, and she wanted to stick to the same routine, or she will throw, hit, and have a tantrum if you did not follow the script. She had difficulty with physical contact or socially

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interacting with her peers but as she got older, and her peers understood she was able to eventually get over it. She meets the criteria for A3, B2, B3, B4. A3 regarding maintaining and understanding relationships, B2 is for not wanting to deviate from a structured and ritualized routine. B3 is for when she became fixated on certain interest out of the abnormal and B4 is when her sensory input and unusual interests in her environment. Video 5 you see Isabella having a severe meltdown and her mother is trying her best to soothe her and prevent her from causing self-injury. She is constantly stomping, heading bang, and screaming. As you can see the more her mom tries to restrain her, she escalates, and the tantrum becomes worse. She would have calm moments where she would walk away and start to fidget with something but suddenly is set off from something else. At the episode's end, what calmed her down was when her mother started to sing to her. Her meltdown did not appear to last long so her mother has developed a series of routines to help her cope with her sensory overload when needed, especially when it comes to self-injury. Because even when one method did not work, she continued to adapt and readjust to subside the meltdown. She characterized under A2, B1 and B4. A1 shows she has deficits because of nonverbal communication behaviors, B1 says repetitive motor movements with the use of objects and speech. B4 states that hyper and hypo reactivity with sensory input. Lastly in video 6, she gave her positive views on autism from a personal perspective of being autistic. As she stated, an autistic brain has diverse ways of thinking. They seek more of an intricate way of finding solutions, or they see solutions that normally a neurotypical mind would not think of. When they enjoy a certain activity or task, they become focused and remain focused, which allows them to master it and become more efficient without error. Aspies do not have a natural reaction to social cues of someone else displaying their emotions whether its

happy, sad, or mad. They typically fail to initiate or respond to social interactions. She shows deficits in A3 and B3. A3 states that deficits in developing, maintaining and understanding relationships and B3 states fixation on interest that are abnormal with intense focus. In conclusion, DSM-5 and how it relates to accurately diagnose ASD, it helps you pinpoint certain areas of how to seek out autism. Some scholars are concerned about the DSM-5 changes, particularly given findings suggesting 25–68% of those previously diagnosed with ASD would no longer meet criteria under the new guidelines (Kulage et al. 2014 ; McPartland et al. 2012 ). From personal experience I would have to agree with this opinion. Especially in children and how they progress throughout life and adapt to their surroundings. The previous students that I have worked with throughout the years typically would not meet this criterion today. Even though it is incredibly detailed, it is broad at the same time. For example, I have had previous students in the past that were improperly diagnosed with autism based off them not interacting with peers or failing to properly to communicate their wants and needs or has been ruled as nonverbal. Yes, specific traits are highly relatable to someone with autism but over the years we start seeing more of a plethora of distinctive characteristics of autism that are not relatable. My concern is this criterion will decrease the efficiency of identifying autism even with an individual that is highly functioning compared to a neurotypical person.

Jones, N. E. M. S. K. (2021). Decoding autism in the DSM-5. Embrace Autism . https://embrace- autism.com/decoding-autism-in-the-dsm-5/ Foley-Nicpon, M., Fosenburg, S., Wurster, K. G., & Assouline, S. G. (2016). Identifying High Ability Children with DSM-5 Autism Spectrum or Social Communication Disorder: Performance on Autism Diagnostic Instruments. Journal of Autism and Developmental Disorders , 47 (2), 460–471. https://doi.org/10.1007/s10803-016-2973-4 Boucher, J. (2022). Autism spectrum disorders: Characteristics, Causes and Practical Issues . SAGE. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorder (5 th edn) (DSM-5). Washington, DC

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