A Cure...?

[Sarah S]

It have comed to my knowledge that our (Swedish) DSM 5 version is actually more comprehensive then the US version so cant really compare apparently so please disregard my previous statements reg DSM 5. Ours is apparently WAY more comprehensive then youre US version. My bad Over here they have tightened the diagnose criterias for especially ASD.

 

[Crossbreed]

Ours is apparently WAY more comprehensive then youre US version. My bad Over here they have tightened the diagnose criterias for especially ASD.

They did that here, too. DSM4 Aspergers either gets re-diagnosed as something off of the spectrum, altogether, or not at all. Informally, DSM4 Aspies consider [ourselves] ASD1 in DSM5-speak.

At least two of our national autism societies still acknowledge the DSM4 Aspergers diagnosis.

 

[Sarah S]

Thank you im SO sorry about this my brain is compleatly fried from trying to get this right this past hoers (i am however referring to our version of DSM 5 tho witch is actually as you say been SEVERELY tightened to get a diagnose (im still WAY over the minimum 10 criterias tho as i stated earlier in the SWEDISH version of DSM 5)

 

[Crossbreed]

Unfortunately there is no known cure for IDDs (or Learning Disabilities as they used to be called) and the causes of those are manifold. Foetal alcohol syndrome has already been mentioned, and a huge proportion of IDDs can be traced to lifestyle and environment.

But FAS has a known means of prevention. And exercising that prevention doesn't create an autistic genocide that some seem to fear. ASD1s are unaffected, only those cases which would have been aggravated into ASD2/3 status.

 

[Autistamatic]

But FAS has a known means of prevention. And exercising that prevention doesn't create an autistic genocide that some seem to fear. ASD1s are unaffected, only those cases which would have been aggravated into ASD2/3 status.

Certainly it does but FASD is not autism. There are numerous observations of FASD children with social difficulties, EF problems, ADHD and the like, but there is as yet (AFAIK) no higher prevalence of diagnosed autism in such cases.
If a mother drinks, smokes, takes drugs (Rx or or recreational) or indulges in dangerous physical activities, especially during early pregnancy there are associated risks. Those risks could result in their child(ren) suffering any number of disabilities not associated with their zygotic genetic structure.
Preventing physical or intellectual disabilities through termination is not a moral problem (for some people) unless you are ideologically opposed to abortion itself, but by far the best form of prevention is for both parents to lead as healthy a lifestyle as possible and avoiding known risk factors.
There is nothing a parent can do to cheat potential autism with the possible exception of their choice of partner.
I don't have kids, but if I did and they were autistic (of any support category) then if blame were apportioned it would be "my fault" because I carry the autism genes in my gametes. I would have passed it to the next generation. If my wife wanted to avoid having an autistic child for any reason she'd need to find a different husband.

 

[Crossbreed]

There is nothing a parent can do to cheat potential autism with the possible exception of their choice of partner.

I do not see ASD1 as a defect. I do, however, see the bulk of ASD2/3s as ASD1s with (avoidable) complications. The main suspect is off-topic in the open forum, but you can PM me, if you want to continue that dialogue.

 

[Autistamatic]

ASD1 does include co-occurring conditions in most cases, though they are unlikely to be any kind of any IDD. In ASD2/3 where IDD becomes more prevalent, certainly some can be prevented, but as far as I am aware, not all.
I am unable to PM you btw.

 

[Gracey]

@Crossbreed,
I was unable to pm you also.

 

[JDShredds]

To me this seems fairly cut and dry, and its a bit boggling to me that people would view it otherwise. ASD is ND, and co-morbid conditions could be treated if necessary.

I'm never going to not be on the spectrum - its how I'm wired, nor would I want to cure it - but I don't have to have depression, panic attacks, or anxiety like I've had. Those are things that could and should be managed. ASD leads to being PRONE to mood disorders and the like, but those don't necessarily have to be permanent with the right strategies.

Total aside tip: Daily exercise changed my life in many great ways, and alleviating anxiety and depression was part of that picture. And also... exercise is usually very repetitive in movement. Guess who likes making repetitive movements? This guy! I really recommend it if its not part of your routine.

 

[Crossbreed]

@Crossbreed,
I was unable to pm you also.

Fixed.

 

[55853]

It have comed to my knowledge that our (Swedish) DSM 5 version is actually more comprehensive then the US version so cant really compare apparently so please disregard my previous statements reg DSM 5. Ours is apparently WAY more comprehensive then youre US version. My bad Over here they have tightened the diagnose criterias for especially ASD.

Thank you im SO sorry about this my brain is compleatly fried from trying to get this right this past hoers (i am however referring to our version of DSM 5 tho witch is actually as you say been SEVERELY tightened to get a diagnose (im still WAY over the minimum 10 criterias tho as i stated earlier in the SWEDISH version of DSM 5)

You refer to the ICD-10 by "tightened DSM-5", no?

(Disclaimer - this is my understanding, from reading into my diagnosis, and seeing other people post on this site. I have no relevant academic background, so I may have misunderstood)

I am not from the US, so this is what I was diagnosed with: ICD-10 Asperger's Syndrome (and where it states "criteria as for autism", refer to ICD-10 Childhood Autism). I believe this is used in most countries. Is this what you are referring to? If not, have you any links on tightening the DSM-5 criteria? (Swedish language links are ok for me). I have not heard of this, and I am interested.

The ICD-10 is actually mostly identical to how those from the US were diagnosed pre-2013, see DSM-IV Asperger's Disorder. For completion, those from the US were/are diagnosed post-2013 using this: DSM-5 Autism Spectrum Disorder. The DSM-5 seems to be mainly used in the US, but maybe because it is more up to date (2013 for DSM-5 vs 1994 for ICD-10), there are people from other countries with this diagnosis also.

The ICD-10 will be updated to the ICD-11, which will be similar to the DSM-5 in that it does not have Asperger's Syndrome. I can't find any diagnostic criteria for this, only a list of diagnoses: ICD-11 Browser

 

[Autistamatic]

In formal terms, the DSM is a US document which formally binds US practitioners, however it is used as a supplementary manual to the ICD in non US countries. ICD (produced by the WHO) is considered the international standard but the US likes to have it's own version.
Whilst the ICD is a uniform standard, countries are free to add to or amend it with stricter or complementary standards in their own territories, however it is seen as a baseline which all WHO member nations must adhere to. I can't speak for Swedish standards and I don't speak the language, though if any documents are highlighted I'd be interested to read the online translation as I would from any country.
In the UK for instance, the DSM V criteria have been adopted by most practitioners, however they often supplement the diagnosis if appropriate e.g
ASD 1 (Asperger's Syndrome)
ASD (PDD-NOS)
A diagnosis that would have previously been given as HFA is now simply "Autistic Spectrum Disorder" or "ASD1". There are moves being made by UK practitioners to use the word "Condition" instead of "Disorder" since the concept of both the spectrum and neurodiversity is commonly accepted by specialists in Autism here.
These are all guidelines or consensus amongst the professional community. A diagnostician is free to use the existing ICD 10 criteria if they choose to do so.

 

[Sarah S]

This is a translated Version of our Swedish version of said DSM5 test

DSM code: 299.00
A. Lasting deficiencies in the ability for social communication and social interaction in a plurality of At least two different contexts, which appear in the following, current or anamnestically plated (the examples are illustrative, other manifestations occur):
1. Lack of ability for social reciprocity, from, for example, the person deviating from what is normally expected in his way of approaching others and giving a lack of response in the conversation, to the person only to a limited extent sharing interests or feelings with others, to the person not takes the initiative at all or responds to social interactions.
2. Lack of ability for non-verbal communicative behavior in social interactions, ranging from, for example, lack of coherence between verbal and non-verbal communication, to abnormalities in eye contact and body language or lack of understanding and use of gestures, to total absence of facial expressions and non-verbal communication.
3. Lack of ability to develop, preserve and understand relationships, from, for example, difficulties to appropriately adapt their behavior to different social contexts, to difficulties in playing pretend plays with others or to obtain friends, in the absence of interest for peers.

Specify current severity:
The difficulty rating is based on the reduction of the ability for social communication and on the presence of limited, repetitive patterns in the behavior (see Table 2).
B. Limited, repetitive patterns in behavior, interests or activities which appear in at least two of the following, current or anamnestically plated (examples are illustrative, other manifestations appear):
1. Stereotypic or repetitive motor movements, stereotyped or repetitive speech (ie saying the same words or sentences several times in succession, and talking to oneself & repeating different phrases or sentences for themselves is also common. Or use of objects ( eg simple motor stereotypes, echolias, idiosyncratic phrases, line up things or throw objects).)
2. Insists that nothing should be changed in everyday life Individuals with an ASD tend to crave togetherness and loathhe change, inflexible fixation on routines or ritualized patterns in verbal or non-verbal behaviors (eg, extremely upset at small changes, difficulties with adjustments, rigid thought patterns, special greeting rituals, taking the same paths or eating the same food every day).
3. Highly limited, fixed interests that are abnormal in intensity or focus (eg, strongly attached to or occupied by particular objects, excessively restricted or unilateral interests).
4. Hyper- or hyporeactive in sensory stimulation, or particular interest in sensory aspects of the environment (eg seems to be insensitive to pain or high pain threshold (Hyposensitivity in tactile perception is most easily exemplified with those individuals in the spectrum who have an abnormally high pain threshold compared to normal population / heat / cold, reacts strongly to specific sounds or surface structures, touches or smells remarkably exaggerated on objects, visually fascinated by light or movement).

Specify current severity:
The difficulty rating is based on the reduction of the ability for social communication and on the presence of limited, repetitive patterns in the behavior (see Table 2).

C. The symptoms must have occurred during the early development period (but need not be clearly noticeable until the expectations of social ability are beyond the actual, limited ability; later in life, the symptoms may be masked by learned strategies).

D. Symptoms cause clinically significant reduction of current functional capacity socially, in work or in other important functional areas.

E. These disorders are not better explained by intellectual disability Weak talent is a term used for people who have an intelligence ratio that is within the normal zone's lower part, that is, an IQ of about 70-85 [or globally delayed mental development. Intellectual disability and autism often occur simultaneously; In order to diagnose the complicity of autism and intellectual disability, the social communication capability should be clearly below the expected, taking into account the general level of development.

the developmental disorder that manifests itself and of a limited, stereotypical and repetitive behavior. In addition, one comes before the age of three and is characterized by impaired development of social interaction, communication ability series of less specific phenomena such as phobias, sleep and eating disorders, tantrums and self-destructive behavior.

includes:
Autistic disturbance
Infantile:
- autism
- psychosis
Children's Syndrome
excludes:
Autistic psychopathy
Diagnostic criteria:
A. Deviating or lacking development is evident before the age of three in at least one of the following areas:
(1) receptive or expressive language used in social communication;
(2) the development of specific (selek

B. Overall, at least, with at least two from (1) and at least one each from (2) and (3) must be. There are six symptoms from (1), (2) and (3)

1) Qualitative deviations in mutual social interaction take at least two of the following expressions:
(a) inability to adequately use eye contact, facial expressions, posture and gestures to regulate social interaction;
(b) inability to establish peer relations with even (in an age-appropriate manner, and in spite of abundant opportunities) involving a mutual exchange of interests, activities and feelings;
(c) lack of modulation of socio-emotional reciprocity that is manifested by diminished or aberrant response to other people's feelings, or lack of adaptation of behavior to the social context, or poor integration of social, emotional, and communicative behaviors;
(d) lack of spontaneous desire to share joy, interests or activities with other people

(2) Qualitative deviation in communicative ability takes at least one of the following expressions:
(a) delayed speech development or total lack of spoken language without attempting to compensate for this by using other means of communication, e.g. gestures and pantomime (communicative "dinghies" have often been missing);
(b) relative inability to initiate and maintain conversations (in relation to the current level of language development), with a mutual communicative exchange with the other person;
(c) stereotypical and repetitive language or idiosyncratic use of words or sentences;
(d) lack of varied play of play or (in lower age) socially mimicking play.

(3) Limited, repetitive and stereotyped behavioral patterns, interests and activities take at least one of the following terms:
(a) extensive fixation on one or more stereotypical and limited interests that are excessive or abnormal in intensity and focus; or one or more stereotypical and limited interests that are exaggerated in intensity and narrow in nature but not in content or focus;
(b) seemingly obsessive fixation on specific, inappropriate practices or rituals;
(c) stereotypical and repetitive motor modes involving either waving or twisting hands or fingers, or complicated body movements;
(d) fascination with parts of objects or non-functional parts of toys (such as their smell, how the material they are made of feels, or the sound or vibration they emit).

C. The clinical picture cannot be attributed to other forms of pervasive developmental disorders; impressive language disorder with secondary socio-emotional problems; reactive disorder of emotional bonding during childhood or childhood absenteeism; mental retardation with any associated emotional or behavioral disorder; schizophrenia with unusually early onset; Rett's syndrome

B. Delay or abnormal function in at least one of the following areas of onset before the age of three: (1) social interaction, (2) language intended for social communication or (3) symbolic games or fantasy games.

C. The disorder is not better explained by Rett's syndrome or disintegrating disorder in children.

 

[Sarah S]

Table 2 Difficulty rating of autistic spectrum disorder

Difficulty Social communication

Level 3 "Requires Very Comprehensive Support" Very comprehensive skills deficiencies in both verbal and non-verbal social communication skills, leading to pronounced malfunctions; very limited ability to initiate social interactions and minimal response to social contact attempts from others. For example, a person who largely lacks intelligible speech, who only reacts to very tangible social contact attempts, which very rarely initiates social interactions, and, when this happens, it is merely about satisfying one's own needs in an odd and divergent manner.

Level 2

"Requires Comprehensive Support" Comprehensive skill shortages regarding both verbal and non-verbal social communication skills; social disabilities that are evident even in the presence of a support person;

limited ability to initiate social interactions and limited or aberrant responses to social contact attempts from others. For example, a person who speaks in simple sentences, whose interactions are only about narrow special interests and which exhibit a markedly odd body language.

Level 1

"Requires support" Without specific support, the socially communicative skills deficiencies cause noticeable malfunctions.

Difficulties in initiating social interactions and clear examples of divergent or unsuccessful responses to social contact attempts by others.

May appear to have limited interest in social interaction. For example, a person who has the ability to speak in complete sentences and who is engaged in communication, but where the reciprocity of the conversations fails, and whose attempts to make friends seem odd and usually fail.

Difficulty Restricted, repetitive behaviors

Level 3

"Requires Extensive Support" Flexibility is extremely difficult to handle, or other limited, repetitive behaviors make it difficult to function virtually in all respects. Strongly tormented / major difficulties when changing focus or action plans.


Level 2

"Requires Comprehensive Support" Uncomplicated behavior, difficult to handle changes, or other limited, repetitive behaviors that interfere with the ability to function in a variety of contexts so often, that a temporary viewer immediately notices it. Tortured and / or difficulties when changing focus or action plans.


Level 1 "Requires support"

Incompatible behavior causes significant disturbance in one or more contexts.

Difficulties switching between activities. Difficulties with planning and organization hamper independence.

 

[55853]

This is a translated Version of our Swedish version of said DSM5 test

DSM code: 299.00
A. Lasting deficiencies in the ability for social communication and social interaction in a plurality of At least two different contexts, which appear in the following, current or anamnestically plated (the examples are illustrative, other manifestations occur):
1. Lack of ability for social reciprocity, from, for example, the person deviating from what is normally expected in his way of approaching others and giving a lack of response in the conversation, to the person only to a limited extent sharing interests or feelings with others, to the person not takes the initiative at all or responds to social interactions.
2. Lack of ability for non-verbal communicative behavior in social interactions, ranging from, for example, lack of coherence between verbal and non-verbal communication, to abnormalities in eye contact and body language or lack of understanding and use of gestures, to total absence of facial expressions and non-verbal communication.
3. Lack of ability to develop, preserve and understand relationships, from, for example, difficulties to appropriately adapt their behavior to different social contexts, to difficulties in playing pretend plays with others or to obtain friends, in the absence of interest for peers.

Specify current severity:
The difficulty rating is based on the reduction of the ability for social communication and on the presence of limited, repetitive patterns in the behavior (see Table 2).
B. Limited, repetitive patterns in behavior, interests or activities which appear in at least two of the following, current or anamnestically plated (examples are illustrative, other manifestations appear):
1. Stereotypic or repetitive motor movements, stereotyped or repetitive speech (ie saying the same words or sentences several times in succession, and talking to oneself & repeating different phrases or sentences for themselves is also common. Or use of objects ( eg simple motor stereotypes, echolias, idiosyncratic phrases, line up things or throw objects).)
2. Insists that nothing should be changed in everyday life Individuals with an ASD tend to crave togetherness and loathhe change, inflexible fixation on routines or ritualized patterns in verbal or non-verbal behaviors (eg, extremely upset at small changes, difficulties with adjustments, rigid thought patterns, special greeting rituals, taking the same paths or eating the same food every day).
3. Highly limited, fixed interests that are abnormal in intensity or focus (eg, strongly attached to or occupied by particular objects, excessively restricted or unilateral interests).
4. Hyper- or hyporeactive in sensory stimulation, or particular interest in sensory aspects of the environment (eg seems to be insensitive to pain or high pain threshold (Hyposensitivity in tactile perception is most easily exemplified with those individuals in the spectrum who have an abnormally high pain threshold compared to normal population / heat / cold, reacts strongly to specific sounds or surface structures, touches or smells remarkably exaggerated on objects, visually fascinated by light or movement).

Specify current severity:
The difficulty rating is based on the reduction of the ability for social communication and on the presence of limited, repetitive patterns in the behavior (see Table 2).

C. The symptoms must have occurred during the early development period (but need not be clearly noticeable until the expectations of social ability are beyond the actual, limited ability; later in life, the symptoms may be masked by learned strategies).

D. Symptoms cause clinically significant reduction of current functional capacity socially, in work or in other important functional areas.

E. These disorders are not better explained by intellectual disability Weak talent is a term used for people who have an intelligence ratio that is within the normal zone's lower part, that is, an IQ of about 70-85 [or globally delayed mental development. Intellectual disability and autism often occur simultaneously; In order to diagnose the complicity of autism and intellectual disability, the social communication capability should be clearly below the expected, taking into account the general level of development.

the developmental disorder that manifests itself and of a limited, stereotypical and repetitive behavior. In addition, one comes before the age of three and is characterized by impaired development of social interaction, communication ability series of less specific phenomena such as phobias, sleep and eating disorders, tantrums and self-destructive behavior.

includes:
Autistic disturbance
Infantile:
- autism
- psychosis
Children's Syndrome
excludes:
Autistic psychopathy
Diagnostic criteria:
A. Deviating or lacking development is evident before the age of three in at least one of the following areas:
(1) receptive or expressive language used in social communication;
(2) the development of specific (selek

B. Overall, at least, with at least two from (1) and at least one each from (2) and (3) must be. There are six symptoms from (1), (2) and (3)

1) Qualitative deviations in mutual social interaction take at least two of the following expressions:
(a) inability to adequately use eye contact, facial expressions, posture and gestures to regulate social interaction;
(b) inability to establish peer relations with even (in an age-appropriate manner, and in spite of abundant opportunities) involving a mutual exchange of interests, activities and feelings;
(c) lack of modulation of socio-emotional reciprocity that is manifested by diminished or aberrant response to other people's feelings, or lack of adaptation of behavior to the social context, or poor integration of social, emotional, and communicative behaviors;
(d) lack of spontaneous desire to share joy, interests or activities with other people

(2) Qualitative deviation in communicative ability takes at least one of the following expressions:
(a) delayed speech development or total lack of spoken language without attempting to compensate for this by using other means of communication, e.g. gestures and pantomime (communicative "dinghies" have often been missing);
(b) relative inability to initiate and maintain conversations (in relation to the current level of language development), with a mutual communicative exchange with the other person;
(c) stereotypical and repetitive language or idiosyncratic use of words or sentences;
(d) lack of varied play of play or (in lower age) socially mimicking play.

(3) Limited, repetitive and stereotyped behavioral patterns, interests and activities take at least one of the following terms:
(a) extensive fixation on one or more stereotypical and limited interests that are excessive or abnormal in intensity and focus; or one or more stereotypical and limited interests that are exaggerated in intensity and narrow in nature but not in content or focus;
(b) seemingly obsessive fixation on specific, inappropriate practices or rituals;
(c) stereotypical and repetitive motor modes involving either waving or twisting hands or fingers, or complicated body movements;
(d) fascination with parts of objects or non-functional parts of toys (such as their smell, how the material they are made of feels, or the sound or vibration they emit).

C. The clinical picture cannot be attributed to other forms of pervasive developmental disorders; impressive language disorder with secondary socio-emotional problems; reactive disorder of emotional bonding during childhood or childhood absenteeism; mental retardation with any associated emotional or behavioral disorder; schizophrenia with unusually early onset; Rett's syndrome

B. Delay or abnormal function in at least one of the following areas of onset before the age of three: (1) social interaction, (2) language intended for social communication or (3) symbolic games or fantasy games.

C. The disorder is not better explained by Rett's syndrome or disintegrating disorder in children.

This is from a website? Do you have the web address?

 

[Sarah S]

Heres the link on said Webb page im referring from its from our HIGHLY regarded in this resurch and treatment of said NPD diagnosis karolinska hospital in Stockholm

Edited wrong link I seems to have been giving the wrong link so lets try this again shall we ? This is the right one Diagnoskriterier för autism

 

[Sarah S]

Translated picked this up reg the changes in diagnosing ASD

Psykiatrin förändrar synen på autism och adhd

Psychiatry changes the view of autism and adhd
"The Bible of Psychiatry", DSM, has been redone. The old criteria for adhd and autism are about to be replaced by new ones. But what are the differences, and what do they mean for those who already have a diagnosis?
It is not possible to see if anyone has adhd or autism. Unlike many bodily conditions, it is also not possible to take a blood sample to get an answer. Instead, in order to make a diagnosis of neuropsychiatric disability, you look at how an individual behaves and what they experience.
In order for psychiatric practitioners to be able to make a diagnosis, they use the text Diagnostic and Statistical Manual of Mental Disorders, or DSM. There are all requirements that must be met in order to get a certain diagnosis.
- It is often called the bible of psychiatry, it is a collection of all psychiatric diagnoses and the criteria required to fulfill the diagnoses. It gives us who work in psychiatry a common language and the opportunity to make diagnoses in the same way.
So says Adam Helles who is a psychologist in child and adolescent psychiatry in Gävle and who also researches on autism. In his work he investigates patients and puts a diagnosis on the one who meets the criteria for, among other things, adhd and autism. The goal of setting a diagnosis is for people to get the help and support they are entitled to.
In 2013, a new version of the psychiatry Bible came out. It is called DSM-5 and is slowly being incorporated into Swedish care. 2018, you will probably only start from the new criteria when diagnosing.

- What will be the biggest differences for autism in the future?
- It's a whole new idea. One has gone from four different diagnoses to a single: autism spectrum state, he summarizes.
The four previous separate diagnoses were called autism, asparagus syndrome, disintegrative disorder in children and atypical autism. The fact that they are merged is due to the fact that the state of knowledge has changed as a result of new research.
- The last 10-15 years of research have shown that with the old criteria we can find those that are within the autism spectrum, but which of the four diagnoses you put is a bit too random for you to be happy with it.
For example, Adam Helles mentions that it was previously difficult to distinguish between Asperger's syndrome and high-functioning autism. Since the criteria have been so unclear, the choice of diagnosis has sometimes been arbitrary.
- Whether or not you have been diagnosed with aspergers syndrome or autism has not had so much to do with the patient, but instead has been about what a particular doctor or psychologist prefers.
So far, Adam Helles thinks that the changes are good. The four previous diagnoses have more similarities than differences, and therefore there are no points in keeping them apart.
Already diagnosed remains
One consequence of the merger is that asperger's syndrome disappears. However, it is nothing to worry about if you already have a diagnosis.
- All the changes apply to how to make new diagnoses. People will not get rid of their diagnosis if one already has one, says Adam Helles.
According to Adam Helles, the change can still affect the person who already has the diagnosis, in another way. When the concept of aspergers becomes less common, it can be harder for the group that today identifies with the label.
- The change on the social plane we are talking about a little about. It's a great community, the aspie world. There is an empowerment movement, where you emphasize the right to be in their own way.
He is supported by Anne Lönnermark at the Autism and Asperger Association.
- There is some concern not to find their context in the new system. Many with Asperger's syndrome identify strongly with the diagnosis, she says.
More difficult to get autism diagnosis
There is another change in the criteria for autism spectrum states in the DSM-5 that has been criticized. Getting the diagnosis of autism spectrum conditions is likely to be more difficult than getting any of the old diagnoses. Most studies suggest that approximately 10-20% of those who today receive one of the autism diagnoses would end up outside if one used the new criteria.
- The person who has clear difficulties will get a diagnosis according to DSM-5, but if they are milder, it is not certain that you fit in, despite the great impact in everyday life, says Adam Helles.
Does that mean that some may end up next door and not get the help they need?
- Yeah. We have not seen the consequences yet, but the risk exists.
Adhd criteria are fine-tuned
Also for adhd, the criteria are updated in the DSM-5. However, the differences will be smaller than for the autism area.
- For adhd, it's not as revolutionary, but rather fine-tuning. The basic criteria are exactly the same, says Adam Helles.
The "fine breathing" that has been done is primarily intended to simplify diagnosis throughout life. The previous criteria were focused on children.
- The behavior examples that existed before were in the same way that you have difficulty sitting still, and instead jump around. After all, it is like that child with adhd does. For adults, it may rather be


The transition to DSM-5
• Diagnostic and Statistical Manual of Mental Disorders is a standard tool in psychiatry, and contains diagnostic criteria for various psychiatric illnesses.
• The latest edition, DSM-5, came out in English in 2013, and in the Swedish year the following year.
• Officially another diagnostic tool is used in Swedish care. It's called ICD-10 (International Statistical Classification of Diseases and Related Health Problems).
• In practice, however, most of the DSM criteria are also used here. For example, the ICD manual lacks good criteria for adhd.

Changes in the area of autism:
• The four diagnoses of autism, Asperger's syndrome, disintegrative disorder in children and atypical autism are merged under the umbrella term autism spectrum state.
• The diagnosis for each individual will contain assessments of how much impact
in everyday life is.
• The previous three main categories of autism (social contacts, communicative skills and repetitive behaviors) have been merged into two: socio-communicative skills deficiencies and repetitive behaviors.

Hope this makes some sence

 

[55853]

Diagnoskriterier för autism

Tack

This is the same as the DSM-5 in English, not any more tightened.

The second part you included in the first post is from the ICD-10 page, no? Diagnoskriterier för autism

It explains on the website about the different manuals and how they are used:

DSM-5: Diagnoskriterier i DSM-5
ICD-10: Diagnoskriterier i ICD-10
General autism, but includes diagnosis: Autism
About the diagnostic manuals: Om diagnosmanualer

From the last link:
"När en autismspektrumdiagnos ställs i Sverige används vanligen kriterierna i diagnosmanualen DSM-5. Men när diagnosen ska anges i en sjukjournal, kodas den enligt en annan manual, ICD-10, som är Världshälsoorganisationens klassifikationssystem (International Classification of Diseases). Namnet på den svenska versionen av ICD-10 är SKH-97 (Klassifikation av sjukdomar och hälsoproblem 1997)"

In English:
When an autism spectrum diagnosis is made in Sweden, the criteria are usually used in the diagnostic manual DSM-5. However, when the diagnosis is to be made in a medical record, it is coded according to another manual, ICD-10, which is the World Health Organization's classification system (International Classification of Diseases). The name of the Swedish version of ICD-10 is SKH-97 (Classification of diseases and health problems 1997).

 

[Sarah S]

Tack

This is the same as the DSM-5 in English, not any more tightened.

The second part you included in the first post is from the ICD-10 page, no? Diagnoskriterier för autism

It explains on the website about the different manuals and how they are used:

DSM-5: Diagnoskriterier i DSM-5
ICD-10: Diagnoskriterier i ICD-10
General autism, but includes diagnosis: Autism
About the diagnostic manuals: Om diagnosmanualer

From the last link:
"När en autismspektrumdiagnos ställs i Sverige används vanligen kriterierna i diagnosmanualen DSM-5. Men när diagnosen ska anges i en sjukjournal, kodas den enligt en annan manual, ICD-10, som är Världshälsoorganisationens klassifikationssystem (International Classification of Diseases). Namnet på den svenska versionen av ICD-10 är SKH-97 (Klassifikation av sjukdomar och hälsoproblem 1997)"

In English:
When an autism spectrum diagnosis is made in Sweden, the criteria are usually used in the diagnostic manual DSM-5. However, when the diagnosis is to be made in a medical record, it is coded according to another manual, ICD-10, which is the World Health Organization's classification system (International Classification of Diseases). The name of the Swedish version of ICD-10 is SKH-97 (Classification of diseases and health problems 1997).

Inga problem

Oh okey well i have no no idea ALL i have in my papers is ASD and nothing more so the rest i had to try to puzzle together my self

Edited

also gave the wrong link check again for right one please

 

[Mr Allen]

Cure for Autism? Won't happen.