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ICD-10 - Specific Developmental Disorders of Scholastic Skills

Posted by Dr.K@meleon

[From American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4th ed. Text rev. Washington, DC: American Psychiatric Association; copyright 2000.] ...

Specific reading disorder

  1. Either of the following must be present:
    1. A score on reading accuracy and/or comprehension that is at least 2 standard errors of prediction below the level expected on the basis of the child's chronological age and general intelligence, with both reading skills and IQ assessed on an individually administered test standardized for the child's culture and educational system.
    2. A history of serious reading difficulties, or test scores that met Criterion A(1) at an earlier age, plus a score on a spelling test that is at least 2 standard errors of prediction below the level expected on the basis of the child's chronological age and IQ.
  2. The disturbance described in Criterion A significantly interferes with academic achievement or with activities of daily living that require reading skills.
  3. The disorder is not the direct result of a defect in visual or hearing acuity, or of a neurological disorder.
  4. School experiences are within the average expectable range (i.e., there have been no extreme inadequacies in educational experiences).
  5. Most commonly used exclusion clause: IQ is below 70 on an individually administered standardized test.
Possible additional inclusion criterion
For some research purposes, investigators may wish to specify a history of some level of impairment during the preschool years in speech, language, sound categorization, motor coordination, visual processing, attention, or control or modulation of activity.
Comments
The above criteria would not include general reading backwardness of a type that would fall within the clinical guidelines. The research diagnostic criteria for general reading backwardness would be the same as for specific reading disorder except that Criterion A(1) would specify reading skills 2 standard errors of prediction below the level expected on the basis of chronological age (i.e., not taking IQ into account), and Criterion A(2) would follow the same principle for spelling. The validity of the differentiation between these two varieties of reading problem is not unequivocally established, but it seems that the specific type has a more specific association with language retardation (whereas general reading backwardness is associated with a wider range of developmental disabilities), and is more prevalent in boys than in girls.
There are further research differentiations that are based on analyses of the types of spelling error.
Specific spelling disorder
  1. The score on a standardized spelling test is at least 2 standard errors of prediction below the level expected on the basis of the child's chronological age and general intelligence.
  2. Scores on reading accuracy and comprehension and on arithmetic are within the normal range (±2 standard deviations from the mean).
  3. There is no history of significant reading difficulties.
  4. School experience is within the average expectable range (i.e., there have been no extreme inadequacies in educational experiences).
  5. Spelling difficulties have been present from the early stages of learning to spell.
  6. The disturbance described in Criterion A significantly interferes with academic achievement or with activities of daily living that require spelling skills.
  7. Most commonly used exclusion clause: IQ is below 70 on an individually administered standardized test.
Specific disorder of arithmetical skills
  1. The score on a standardized arithmetic test is at least 2 standard errors of prediction below the level expected on the basis of the child's chronological age and general intelligence.
  2. Scores on reading accuracy and comprehension and on spelling are within the normal range (±2 standard deviations from the mean).
  3. There is no history of significant reading or spelling difficulties.
  4. School experience is within the average expectable range (i.e., there have been no extreme inadequacies in educational experiences).
  5. Arithmetical difficulties have been present from the early stages of learning arithmetic.
  6. The disturbance described in Criterion A significantly interferes with academic achievement or with activities of daily living that require arithmetical skills.
  7. Most commonly used exclusion clause: IQ is below 70 on an individually administered standardized test.
Mixed disorder of scholastic skills This is an ill-defined, inadequately conceptualized (but necessary) residual category of disorders in which both arithmetical and reading or spelling skills are significantly impaired, but in which the disorder is not solely explicable in terms of general mental retardation or inadequate schooling. It should be used for disorders meeting the criteria for specific disorder of arithmetical skills and either specific reading disorder or specific spelling disorder.
Other developmental disorders of scholastic skills
Developmental disorder of scholastic skills, unspecified This category should be avoided as far as possible and should be used only for unspecified disorders in which there is a significant disability of learning that cannot be solely accounted for by mental retardation, visual acuity problems, or inadequate schooling.


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