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Specifc Learning Disorder

The upcoming h edion of the Diagnosc and Stascal Manual of Mental Disorders (DSM-5) takes

a dierent approach to learning disorders than previous edions of the manual by broadening the

category to increase diagnosc accuracy and eecvely target care. Specic learning disorder is now asingle, overall diagnosis, incorporang decits that impact academic achievement. Rather than liming

learning disorders to diagnoses parcular to reading, mathemacs and wrien expression, the criteria

describe shortcomings in general academic skills and provide detailed speciers for the areas of read-

ing, mathemacs, and wrien expression.

Characteristics o Specifc Learning DisorderSpecic learning disorder is diagnosed through a clinical review of the individuals developmental,

medical, educaonal, and family history, reports of test scores and teacher observaons, and response

to academic intervenons. The diagnosis requires persistent dicules in reading, wring, arithmec,

or mathemacal reasoning skills during formal years of schooling. Symptoms may include inaccurate orslow and eorul reading, poor wrien expression that lacks clarity, dicules remembering number

facts, or inaccurate mathemacal reasoning.

Current academic skills must be well below the average range of scores in culturally and linguiscally

appropriate tests of reading, wring, or mathemacs. The individuals dicules must not be beer

explained by developmental, neurological, sensory (vision or hearing), or motor disorders and must sig-

nicantly interfere with academic achievement, occupaonal performance, or acvies of daily living.

Because of the changes in DSM-5, clinicians will be able to make this diagnosis by idenfying whether

paents are unable to perform academically at a level appropriate to their intelligence and age. Aer adiagnosis, clinicians can provide greater detail into the type of decit(s) that an individual has through

the designated speciers. Just as in DSM-IV, dyslexia will be included in the descripve text of specic

learning disorder. The DSM-5 Neurodevelopmental Work Group concluded that the many denions of

dyslexia and dyscalculia meant those terms would not be useful as disorder names or in the diagnosc

criteria.

Broader Approach or Targeted CareBroadening the diagnosc category reects the latest scienc understanding of the condion. Specic

symptoms, such as diculty in reading, are just symptoms. And in many cases, one symptom points to

a larger set of problems. These problems can have long-term impact on a persons ability to funconbecause so many acvies of daily living require a mastery of number facts, wrien words, and wrien

expression.

Early idencaon and intervenon are parcularly important. The broader DSM-5 category of specic

learning disorder ensures that fewer aected individuals will go unidened, while the detailed speci-

ers will help clinicians eecvely target services and treatment.

DSM is the manual used by clinicians and researchers to diagnose and classify mental disorders. The American Psychiatric

Associaon (APA) will publish DSM-5 in 2013, culminang a 14-year revision process.

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APA is a naonal medical specialty society whose more than 36,000 physician members specialize in the diagnosis, treat-

ment, prevenon and research of mental illnesses, including substance use disorders. Visit the APA at www.psychiatry.org.

For more informaon, please contact Eve Herold at 703-907-8640 or press@psych.org.

2013 American Psychiatric Associaon

Pre-order DSM-5 and DSM-5 Collectionatwww.appi.org

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