Caveat means what
Dyslexia criteria have changed over time and are likely to change again with the latest conclusion by researches that Dyslexia does not in fact exist is not a separately unique type of reading difficulty,, and that reading difficultyies are on a continuum, ith the readers with word attached difficulties at the bottom end being those that might previously been considered dysleixc.
Here are the current criteria in use for
Here are the current criteria in use for
Dyslexia Diagnostic Criteria: DSM-5
(From the Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition, 2013)
Diagnostic Term: Specific Learning Disorder
Diagnostic Codes: With impairment in reading (315.00), With impairment in written expression (315.2), With impairment in mathematics (315.1)
Criterion A
Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least six months, despite the provision of interventions [recognised as evidence-based and ideally delivered by an experienced and qualified person] that target those difficulties:
Criterion B
The affected academic skills are substantially and quantifiably below those expected for the individual's chronological age, and cause significant interference with academic or occupational performance, or with activities of daily living, as confirmed by individually administered standardised achievement measures and comprehensive clinical assessment. For individuals age 17 years and older, a documented history of impairing learning difficulties may be substituted for the standardised assessment.
Criterion C
The learning difficulties begin during the school age years but may not become fully manifest until the demands for those affected academic skills exceed the individual's limited capacities.
Criterion D
The learning difficulties are not better accounted for by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction.
Specify if:
Mild: Some difficulties learning skills in one or two academic domains, but of mild enough severity that the individual may be able to compensate or function well when provided with appropriate accommodations or support services, especially during the school years
Moderate: Marked difficulties learning skills in one or more academic domains, so that the individual is unlikely to become proficient without some intervals of intensive and specialised teaching during the school years. Some accommodations or supportive services at least part of the day at school, in the workplace, or at home may be needed to complete activities accurately and efficiently
Severe: Severe difficulties learning skills, affecting several academic domains, so that the individual is unlikely to learn those skills without ongoing intensive individualised and specialised teaching for most of the school years. Even with an array of appropriate accommodations or services at home, at school, or in the workplace, the individual may not be able to complete all activities efficiently.
Diagnostic Term: Specific Learning Disorder
Diagnostic Codes: With impairment in reading (315.00), With impairment in written expression (315.2), With impairment in mathematics (315.1)
Criterion A
Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least six months, despite the provision of interventions [recognised as evidence-based and ideally delivered by an experienced and qualified person] that target those difficulties:
- Inaccurate or slow and effortful word reading
- Difficulty understanding the meaning of what is read
- Difficulties with spelling
- Difficulty with written expression (e.g.: problems with grammar, punctuation or organisation)
- Difficulties mastering number sense, number facts, or calculation
- Difficulty with mathematical reasoning (e.g.: applying maths concepts)
Criterion B
The affected academic skills are substantially and quantifiably below those expected for the individual's chronological age, and cause significant interference with academic or occupational performance, or with activities of daily living, as confirmed by individually administered standardised achievement measures and comprehensive clinical assessment. For individuals age 17 years and older, a documented history of impairing learning difficulties may be substituted for the standardised assessment.
Criterion C
The learning difficulties begin during the school age years but may not become fully manifest until the demands for those affected academic skills exceed the individual's limited capacities.
Criterion D
The learning difficulties are not better accounted for by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction.
Specify if:
Mild: Some difficulties learning skills in one or two academic domains, but of mild enough severity that the individual may be able to compensate or function well when provided with appropriate accommodations or support services, especially during the school years
Moderate: Marked difficulties learning skills in one or more academic domains, so that the individual is unlikely to become proficient without some intervals of intensive and specialised teaching during the school years. Some accommodations or supportive services at least part of the day at school, in the workplace, or at home may be needed to complete activities accurately and efficiently
Severe: Severe difficulties learning skills, affecting several academic domains, so that the individual is unlikely to learn those skills without ongoing intensive individualised and specialised teaching for most of the school years. Even with an array of appropriate accommodations or services at home, at school, or in the workplace, the individual may not be able to complete all activities efficiently.
Dyslexia Diagnostic Criteria: ICD-11
(From the International Classification of Diseases - 11th Revision, 2019)
Diagnostic Term: Developmental Learning Disorder
Diagnostic Codes: With impairment in reading (6A03.0), With impairment in written expression (6A03.1), With impairment in mathematics (6A03.2)
With impairment in reading: this is characterised by significant and persistent difficulties in learning academic skills related to reading, such as word reading accuracy, reading fluency, and reading comprehension.
With impairment in written expression: this is characterised by significant and persistent difficulties in learning academic skills related to writing, such as spelling accuracy, grammar and punctuation accuracy, and organisation and coherence of ideas in writing.
With impairment in mathematics: this characterised by significant and persistent difficulties in learning academic skills related to mathematics or arithmetic, such as number sense, memorisation of number facts, accurate calculation, fluent calculation, and accurate mathematic reasoning.
The individual’s performance is markedly below what would be expected for chronological age and level of intellectual functioning and results in significant impairment in the individual’s academic or occupational functioning. Developmental Learning Disorder is not due to a disorder of intellectual development, sensory impairment (vision or hearing), neurological disorder, lack of availability of education, lack of proficiency in the language of academic instruction, or psychosocial adversity.
Diagnostic Term: Developmental Learning Disorder
Diagnostic Codes: With impairment in reading (6A03.0), With impairment in written expression (6A03.1), With impairment in mathematics (6A03.2)
With impairment in reading: this is characterised by significant and persistent difficulties in learning academic skills related to reading, such as word reading accuracy, reading fluency, and reading comprehension.
With impairment in written expression: this is characterised by significant and persistent difficulties in learning academic skills related to writing, such as spelling accuracy, grammar and punctuation accuracy, and organisation and coherence of ideas in writing.
With impairment in mathematics: this characterised by significant and persistent difficulties in learning academic skills related to mathematics or arithmetic, such as number sense, memorisation of number facts, accurate calculation, fluent calculation, and accurate mathematic reasoning.
The individual’s performance is markedly below what would be expected for chronological age and level of intellectual functioning and results in significant impairment in the individual’s academic or occupational functioning. Developmental Learning Disorder is not due to a disorder of intellectual development, sensory impairment (vision or hearing), neurological disorder, lack of availability of education, lack of proficiency in the language of academic instruction, or psychosocial adversity.
Sources:
World Health Organisation. (2019). international Classification of Diseases, 11th Revision. Retrieved [27/04/2020] from https://icd.who.int/en
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association.
World Health Organisation. (2019). international Classification of Diseases, 11th Revision. Retrieved [27/04/2020] from https://icd.who.int/en
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric Association.
