PSYCH 3B03 Lecture Notes - Lecture 5: Autism Spectrum, Emotional And Behavioral Disorders, Dsm-5Premium
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Lecture 5 – Classification, Assessment and Intervention
- The delineation of major diagnostic categories and dimensions of behavioural disorder
o Clear, well-defined categories or dimensions
o Be able to communicate information to other professionals
o Be able to discriminate one disorder from another
o Be able to demonstrate that the category or dimension actually exist
▪ Features occur regularly, in a number of situations, and can be measured
by a number of methods
- If we were to design our own classification system:
o Reliable – have consistency!
▪ Inter-rater reliability
o Valid – correctness
▪ What do we know about the syndrome/disorder?
▪ How would the person respond to treatment?
▪ Does the disorder really exist?
o Critical Utility
▪ How useful is the classification system in the clinic?
- Clinically derived that was based on the consensus of clinicians regarding:
o Concepts of a “disorder”
o Diagnostic criteria
- Uses a Categorical approach
o Different between typical and pathological = categorical
o Based on type of behavioural expression and not the degree
- DSM-5 is organized in groups of related disorders
- Neurodevelopmental Disorders
o Intellectual Disabilities
o Communication Disorders
o Autism Spectrum Disorders
o Specific Learning Disorder
o Tic Disorders
- Example – Attention-Deficit/Hyperactivity Disorder aka ADHD
o 6 or more of the following symptoms have persisted for at least 6 months to a
degree that is inconsistent with developmental level and negatively impacts
o Persistent pattern of inattention and/or hyperactivity-impulsivity
o Present before age 12 years
o Present in at least 2 settings
o Interferes with developmentally appropriate functioning
o Does not occur exclusively with other disorders
- Diagnostic Features
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