Intellectual disability and autism spectrum disorder frequently co-occur to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level. These disturbances are not better explained by intellectual disability or global developmental delay. For example, there may be significant mismatch between educational attainment and occupational history.Į.
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.Ĭharacteristics lead to difficulty obtaining or sustaining employment, doing basic or instrumental activities of daily living, maintaining social life, or integrating with community. Though characteristics should have been present throughout one's lifetime, a change in circumstances can disrupt coping strategies and make characteristics more pronounced alternatively, environmental facilitators, supports, and coping strategies may make characteristics less noticeable.ĭ. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life) Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environmentīeing hyper- or hypo-sensitive to sounds, lights, smells, or textures having an abnormally high or low pain threshold difficulty processing more than one sense at a time (e.g., not being able to understand spoken language while looking at someone's face) tendency to become confused or overwhelmed by sensory stimuli challenges with body awareness or separating different types of sensations.Ĭ. Intense special interests (e.g., looking at spinning objects for hours, learning the detailed schedules of an entire public transportation system, or becoming an expert in seventeenth century art) while having significant difficulty attending to topics outside of one's areas of special interest.Ĥ. Highly restricted, fixated interests that are abnormal in intensity or focus Greater than expected degree of distress with changes in routines or expectations difficulty transitioning between activities need to do the same thing in the same way each time greater than usual reliance on rituals for accomplishing daily tasks.ģ.
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior Repetitive movements or "stimming" (e.g., rocking, flapping, pacing, or spinning for enjoyment or as a coping mechanism) arranging objects in a very precise manner echolalia continuously repeating sounds, words, or phrases.Ģ. Stereotyped or repetitive motor movements, use of objects, or speech (Diagnosis requires person meets at least two of four criteria.)ġ. Restricted, repetitive patterns of behavior, interests, or activities. Deficits in developing, maintaining, and understanding relationshipsĬhallenges adapting behavior to match different social settings such as when interacting with family, friends, authority figures, or strangers difficulty developing or sustaining friendships greater than usual need for time alone.ī. Lack of eye contact difficulty understanding non-verbal communication unusual tone of voice or body language.ģ. Deficits in nonverbal communicative behaviors used for social interaction
Deficits in social-emotional reciprocityĭifficulty initiating or sustaining back and forth conversation tendency to monologue without attending to listener cues unusual response to greetings or other social conventions.Ģ. (Diagnosis requires person meets all three criteria.)ġ. Persistent deficits in social communication and social interaction across multiple contexts. 22 DSM5 Criteria for ASDĮxamples of how critera may manifest in adultsĪ. 24 The following table summarizes the DSM-5 criteria, with examples of how these criteria may manifest in adults. The DSM-5 specifies diagnostic critera for ASD.
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