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  /Title (dsm-5-tm-clinical-disorders.pdf)
  /Creator (Cheatography)
  /Author (dusteafreen)
  /Subject (DSM- 5 TM CLINICAL DISORDERS Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{DSM- 5 TM CLINICAL DISORDERS Cheat Sheet}}}} \\
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   \vspace{-2pt}Not Yet Published.\\
   Updated 21st September, 2023.\\
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Neurodevelopmental Disorders}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{CHEAT CODES \newline % Row Count 1 (+ 1)
Intellectual Disabilities (33) \newline % Row Count 2 (+ 1)
319 \newline % Row Count 3 (+ 1)
Intellectual Disability (Intellectual Developmental Disorder) (33) \newline % Row Count 5 (+ 2)
Specify current severity: \newline % Row Count 6 (+ 1)
Mild \newline % Row Count 7 (+ 1)
(F70) \newline % Row Count 8 (+ 1)
(F71) \newline % Row Count 9 (+ 1)
(F72) \newline % Row Count 10 (+ 1)
(F73) \newline % Row Count 11 (+ 1)
Moderate \newline % Row Count 12 (+ 1)
Severe \newline % Row Count 13 (+ 1)
Profound \newline % Row Count 14 (+ 1)
315.8 (F88) \newline % Row Count 15 (+ 1)
319 \newline % Row Count 16 (+ 1)
(F79) \newline % Row Count 17 (+ 1)
Global Developmental Delay (41) \newline % Row Count 18 (+ 1)
Unspecified Intellectual Disability (Intellectual Developmental \newline % Row Count 20 (+ 2)
Disorder) (41) \newline % Row Count 21 (+ 1)
INTELLECTUAL DISABILITY \newline % Row Count 22 (+ 1)
(INTELLECTUAL DEVELOPMENTAL DISORDER) \newline % Row Count 23 (+ 1)
SYMPTOMS  \newline % Row Count 24 (+ 1)
1. Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract \newline % Row Count 26 (+ 2)
thinking, judgment, academic learning, and learning from experience, \newline % Row Count 28 (+ 2)
2. Deficits in adaptive functioning that result in failure to meet developmental and socio- \newline % Row Count 30 (+ 2)
} \tn 
\end{tabularx}
\par\addvspace{1.3em}

\vfill
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\begin{tabularx}{3.833cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Neurodevelopmental Disorders (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{cultural standards for personal independence and social responsibility. \newline % Row Count 2 (+ 2)
3. Onset of intellectual and adaptive deficits during the developmental period.% Row Count 4 (+ 2)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
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\begin{tabularx}{3.833cm}{x{1.7165 cm} x{1.7165 cm} }
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\mymulticolumn{2}{x{3.833cm}}{\bf\textcolor{white}{Communication Disorders}}  \tn
% Row 0
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Disorders of communication include deficits in language, speech, and communication. Speech is the expressive production of sounds and includes an individual's articulation, fluency, voice, and resonance quality. Language includes the form, function, and use of a conventional system of symbols (i.e., spoken words, sign language, written words, pic- tures) in a rule-governed manner for communication. Communication includes any verbal or nonverbal behavior (whether intentional or unintentional) that influences the behavior, ideas, or attitudes of another individual. & LANGUAGE DISORDER \tn 
% Row Count 29 (+ 29)
% Row 1
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 & SYMPTOMS: \tn 
% Row Count 30 (+ 1)
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\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{3.833cm}}{\bf\textcolor{white}{Communication Disorders (cont)}}  \tn
% Row 2
\SetRowColor{LightBackground}
 & 1. Persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign language, or other) \tn 
% Row Count 7 (+ 7)
% Row 3
\SetRowColor{white}
 & 2. Reduced vocabulary (word knowledge and use). \tn 
% Row Count 10 (+ 3)
% Row 4
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 & 3. Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology). \tn 
% Row Count 18 (+ 8)
% Row 5
\SetRowColor{white}
 & 4. Impairments in discourse (ability to use vocabulary and connect sentences to ex- plain or describe a topic or series of events or have a conversation). \tn 
% Row Count 26 (+ 8)
% Row 6
\SetRowColor{LightBackground}
 & 5. Onset of symptoms is in the early developmental period. \tn 
% Row Count 29 (+ 3)
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Speech Sound Disorder}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{SYMPTOMS: \newline % Row Count 1 (+ 1)
1. Persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages. \newline % Row Count 4 (+ 3)
2. The disturbance causes limitations in effective communication that interfere with social \newline % Row Count 6 (+ 2)
participation, academic achievement, or occupational performance, individually or in \newline % Row Count 8 (+ 2)
any combination. \newline % Row Count 9 (+ 1)
3. Onset of symptoms is in the early developmental period. \newline % Row Count 11 (+ 2)
4. The difficulties are not attributable to congenital or acquired conditions, such as cere- \newline % Row Count 13 (+ 2)
bral palsy, cleft palate, deafness or hearing loss, traumatic brain injury, or other medi- \newline % Row Count 15 (+ 2)
cal or neurological conditions.% Row Count 16 (+ 1)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Childhood-Onset Fluency Disorder (Stuttering)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{SYMPTOMS: \newline % Row Count 1 (+ 1)
1. Sound and syllable repetitions. \newline % Row Count 2 (+ 1)
2. Sound prolongations of consonants as well as vowels. \newline % Row Count 4 (+ 2)
3. Broken words (e.g., pauses within a word). \newline % Row Count 5 (+ 1)
4. Audible or silent blocking (filled or unfilled pauses in speech). \newline % Row Count 7 (+ 2)
5. Circumlocutions (word substitutions to avoid problematic words). \newline % Row Count 9 (+ 2)
6. Words produced with an excess of physical tension. \newline % Row Count 11 (+ 2)
7. Monosyllabic whole-word repetitions (e.g., "I-1-l-l see him"). \newline % Row Count 13 (+ 2)
8. The disturbance causes anxiety about speaking or limitations in effective communica- \newline % Row Count 15 (+ 2)
tion, social participation, or academic or occupational performance, individually or in \newline % Row Count 17 (+ 2)
any combination. \newline % Row Count 18 (+ 1)
9. The disturbance is not attributable to a speech-motor or sensory deficit, dysfluency as- \newline % Row Count 20 (+ 2)
sociated with neurological insult (e.g., stroke, tumor, trauma), or another medical con- \newline % Row Count 22 (+ 2)
dition and is not better explained by another mental disorder.% Row Count 24 (+ 2)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Social (Pragmatic) Communication Disorder}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{SYMPTOMS: \newline % Row Count 1 (+ 1)
1. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all.  \newline % Row Count 4 (+ 3)
2. Deficits in using communication for social purposes, such as greeting and sharing \newline % Row Count 6 (+ 2)
information, in a manner that is appropriate for the social context. \newline % Row Count 8 (+ 2)
3. Impairment of the ability to change communication to match context or the needs of \newline % Row Count 10 (+ 2)
the listener, such as speaking differently in a classroom than on a playground, talk- \newline % Row Count 12 (+ 2)
ing differently to a child than to an adult, and avoiding use of overly formal language. \newline % Row Count 14 (+ 2)
4. Difficulties following rules for conversation and storytelling, such as taking turns in \newline % Row Count 16 (+ 2)
conversation, rephrasing when misunderstood, and knowing how to use verbal and \newline % Row Count 18 (+ 2)
nonverbal signals to regulate interaction. \newline % Row Count 19 (+ 1)
5. Difficulties understanding what is not explicitly stated (e.g., making inferences) and \newline % Row Count 21 (+ 2)
nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, \newline % Row Count 23 (+ 2)
multiple meanings that depend on the context for interpretation). \newline % Row Count 25 (+ 2)
6. The deficits result in functional limitations in effective communication, social participa- \newline % Row Count 27 (+ 2)
tion, social relationships, academic achievement, or occupational performance, indi- \newline % Row Count 29 (+ 2)
vidually or in combination. \newline % Row Count 30 (+ 1)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Social (Pragmatic) Communication Disorder (cont)}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{7. The onset of the symptoms is in the early developmental period (but deficits may not \newline % Row Count 2 (+ 2)
become fully manifest until social communication demands exceed limited capacities). \newline % Row Count 4 (+ 2)
8. The symptoms are not attributable to another medical or neurological condition or to low \newline % Row Count 6 (+ 2)
abilities in the domains of word structure and grammar, and are not better explained by \newline % Row Count 8 (+ 2)
autism spectrum disorder, intellectual disability (intellectual developmental disorder), \newline % Row Count 10 (+ 2)
global developmental delay, or another mental disorder.% Row Count 12 (+ 2)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Autism Spectrum Disorder}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{SYMPTOMS: \newline % Row Count 1 (+ 1)
1. A. Persistent deficits in social communication and social interaction across multiple con- \newline % Row Count 3 (+ 2)
texts, as manifested by the following, currently or by history (examples are illustrative, \newline % Row Count 5 (+ 2)
not exhaustive; see text): \newline % Row Count 6 (+ 1)
2. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social \newline % Row Count 8 (+ 2)
approach and failure of normal back-and-forth conversation; to reduced sharing of \newline % Row Count 10 (+ 2)
interests, emotions, or affect; to failure to initiate or respond to social interactions. \newline % Row Count 12 (+ 2)
3. Deficits in nonverbal communicative behaviors used for social interaction, ranging, \newline % Row Count 14 (+ 2)
for example, from poorly integrated verbal and nonverbal communication; to abnor \newline % Row Count 16 (+ 2)
malities in eye contact and body language or deficits in understanding and use of \newline % Row Count 18 (+ 2)
gestures; to a total lack of facial expressions and nonverbal communication. \newline % Row Count 20 (+ 2)
4. Deficits in developing, maintaining, and understanding relationships, ranging, for ex- \newline % Row Count 22 (+ 2)
ample, from difficulties adjusting behavior to suit various social contexts; to difficulties \newline % Row Count 24 (+ 2)
in sharing imaginative play or in making friends; to absence of interest in peers. \newline % Row Count 26 (+ 2)
5. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at \newline % Row Count 28 (+ 2)
least two of the following, currently or by history  \newline % Row Count 30 (+ 2)
} \tn 
\end{tabularx}
\par\addvspace{1.3em}

\vfill
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\begin{tabularx}{3.833cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Autism Spectrum Disorder (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{6. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple \newline % Row Count 2 (+ 2)
motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic \newline % Row Count 4 (+ 2)
phrases). \newline % Row Count 5 (+ 1)
7. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of \newline % Row Count 7 (+ 2)
verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties \newline % Row Count 9 (+ 2)
with transitions, rigid thinking patterns, greeting rituals, need to take same route or \newline % Row Count 11 (+ 2)
eat same food every day). \newline % Row Count 12 (+ 1)
8. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., \newline % Row Count 14 (+ 2)
strong attachment to or preoccupation with unusual objects, excessively circum- \newline % Row Count 16 (+ 2)
scribed or persevere interests). \newline % Row Count 17 (+ 1)
9. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of \newline % Row Count 19 (+ 2)
the environment (e.g., apparent indifference to pain/temperature, adverse re- \newline % Row Count 21 (+ 2)
sponse to specific sounds or textures, excessive smelling or touching of objects, \newline % Row Count 23 (+ 2)
visual fascination with lights or movement). \newline % Row Count 24 (+ 1)
10. Symptoms must be present in the early developmental period (but may not become \newline % Row Count 26 (+ 2)
fully manifest until social demands exceed limited capacities, or may be masked by \newline % Row Count 28 (+ 2)
learned strategies in later life). \newline % Row Count 29 (+ 1)
11. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. \newline % Row Count 32 (+ 3)
} \tn 
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\begin{tabularx}{3.833cm}{X}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{Autism Spectrum Disorder (cont)}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{12. These disturbances are not better explained by intellectual disability (intellectual devel- \newline % Row Count 2 (+ 2)
opmental disorder) or global developmental delay. Intellectual disability and autism \newline % Row Count 4 (+ 2)
spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spec- \newline % Row Count 6 (+ 2)
trum disorder and intellectual disability, social communication should be below that ex \newline % Row Count 8 (+ 2)
pected for general developmental level.% Row Count 9 (+ 1)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{3.833cm}}{Specify if: \newline With or without accompanying intellectual impairment \newline With or without accompanying language impairment \newline Associated with a known medical or genetic condition or environmental factor \newline (Coding note: Use additional code to identify the associated medical or genetic condition.) \newline Associated with another neurodevelopmental, mental, or behavioral disorder \newline (Coding note: Use additional code{[}s{]} to identify the associated neurodevelopmental, \newline mental, or behavioral disorder{[}s{]}.}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{\seqsplit{Attention-Deficit/Hyperactivity} Disorder (ADHD)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{SYMPTOMS: \newline % Row Count 1 (+ 1)
- A persistent pattern of inattention and/or \seqsplit{hyperactivity-impulsivity} that interferes with \newline % Row Count 3 (+ 2)
functioning or development, as characterized by (1) and/or (2): \newline % Row Count 5 (+ 2)
1. Inattention: Six (or more) of the following symptoms have persisted for at least \newline % Row Count 7 (+ 2)
6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: \newline % Row Count 11 (+ 4)
a. Often fails to give close attention to details or makes careless mistakes in \newline % Row Count 13 (+ 2)
schoolwork, at work, or during other activities (e.g., overlooks or misses details, \newline % Row Count 15 (+ 2)
work is inaccurate). \newline % Row Count 16 (+ 1)
b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading). \newline % Row Count 20 (+ 4)
c. Often does not seem to listen when spoken to directly (e.g., mind seems else- \newline % Row Count 22 (+ 2)
where, even in the absence of any obvious distraction). \newline % Row Count 24 (+ 2)
d. Often does not follow through on instructions and fails to finish schoolwork, \newline % Row Count 26 (+ 2)
chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and \newline % Row Count 28 (+ 2)
is easily sidetracked). \newline % Row Count 29 (+ 1)
e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines). \newline % Row Count 34 (+ 5)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{\seqsplit{Attention-Deficit/Hyperactivity} Disorder (ADHD) (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained \newline % Row Count 2 (+ 2)
mental effort (e.g., schoolwork or homework; for older adolescents and adults, \newline % Row Count 4 (+ 2)
preparing reports, completing forms, reviewing lengthy papers). \newline % Row Count 6 (+ 2)
g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones). \newline % Row Count 10 (+ 4)
h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts). \newline % Row Count 13 (+ 3)
i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments). \newline % Row Count 17 (+ 4)
2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: \newline % Row Count 23 (+ 6)
a. Often fidgets with or taps hands or feet or squirms in seat. \newline % Row Count 25 (+ 2)
b. Often leaves seat in situations when remaining seated is expected (e.g., leaves \newline % Row Count 27 (+ 2)
his or her place in the classroom, in the office or other workplace, or in other \newline % Row Count 29 (+ 2)
situations that require remaining in place). \newline % Row Count 30 (+ 1)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{\seqsplit{Attention-Deficit/Hyperactivity} Disorder (ADHD) (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{3.833cm}}{c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.) \newline % Row Count 3 (+ 3)
d. Often unable to play or engage in leisure activities quietly. \newline % Row Count 5 (+ 2)
e. Is often "on the go," acting as if "driven by a motor" (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with). \newline % Row Count 10 (+ 5)
f. Often talks excessively. \newline % Row Count 11 (+ 1)
g. Often blurts out an answer before a question has been completed (e.g., completes people's sentences; cannot wait for turn in conversation). \newline % Row Count 14 (+ 3)
h. Often has difficulty waiting his or her turn (e.g., while waiting in line). \newline % Row Count 16 (+ 2)
i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people's things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others \newline % Row Count 21 (+ 5)
are doing). \newline % Row Count 22 (+ 1)
B. Several inattentive or hyperactive-impulsive symptoms were present prior to age \newline % Row Count 24 (+ 2)
12 years. \newline % Row Count 25 (+ 1)
C. Several inattentive or hyperactive-impulsive symptoms are present in two or more set- \newline % Row Count 27 (+ 2)
tings (e.g., at home, school, or work; with friends or relatives; in other activities). \newline % Row Count 29 (+ 2)
D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning. \newline % Row Count 32 (+ 3)
} \tn 
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\mymulticolumn{1}{x{3.833cm}}{\bf\textcolor{white}{\seqsplit{Attention-Deficit/Hyperactivity} Disorder (ADHD) (cont)}}  \tn
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\mymulticolumn{1}{x{3.833cm}}{E. The symptoms do not occur exclusively during the course of schizophrenia or another \newline % Row Count 2 (+ 2)
psychotic disorder and are not better explained by another mental disorder (e.g., mood \newline % Row Count 4 (+ 2)
disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxcation or withdrawal).% Row Count 7 (+ 3)
} \tn 
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\SetRowColor{LightBackground}
\mymulticolumn{1}{x{3.833cm}}{For (1): Note: The symptoms are not solely a manifestation of oppositional behavior, defi- \newline ance, hostility, or failure to understand tasks or instructions. For older adolescents \newline and adults (age 17 and older), at least five symptoms are required. \newline  \newline For (2)Note: The symptoms are not solely a manifestation of oppositional behavior, defi- \newline ance, hostility, or a failure to understand tasks or instructions. For older adolescents \newline and adults (age 17 and older), at least five symptoms are required.}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

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