DSM 5智力障碍诊断标准及原文.docx

1、DSM 5智力障碍诊断标准及原文 诊断标准：智力障碍（智力发育障碍）是起病于发育时期，在概念、社交和实用领域中的智力和适应功能的缺陷。须符合以下三个诊断标准：A 经临床评估和个体化、标准化的智力评测确认的智力功能障碍，如推理、问题解决、计划、抽象思维、判断、学业学习和基于经验的学习。B 适应功能缺陷造成未能达到发育及社会文化相称的个人独立性及社会责任标准。在没有持续帮助的情况下，该适应功能缺陷限制了其在多个环境中，如家庭、学校、工作和社区，的一个或多个日常生活功能，如交流、社会参与和独立生活。C 智力和适应缺陷起病于发育时期。严重程度则基于ICD-10-CM编码如下：严重度概念领域社交领域实用

2、领域轻在学龄前儿童，可能没有明显的概念区别。对于学龄儿童和成人，存在学习困难，包括读、写、计算、时间金钱的概念，在一个或多个领域需要帮助以达到年龄预期的水平。在成人，则有抽象思维、执行功能（如计划、策略、最优设定及认知灵活性）、短时记忆以及对学业能力的应用（如读、财务管理）的受损。对于问题及解决方案相较于同龄人更显得具体化。相较之下，其社交技巧不成熟。比如，在准确感知同伴的社交线索方面存在困难。交流、对话和语言相较于匹配年龄更为具体化及不成熟。往往能被同伴注意到其在以年龄相称的方式控制行为及情绪方面存在困难。难以完全体会到社交风险，社交判断不成熟，存在被他人控制的风险（受骗）。在个人护理方面其

3、能力与年龄相称。但是在复杂的日常生活行为上与同龄相较需要帮助。在成人身上，购物、交通、家务及照顾儿童及财务管理等方面需要帮助。娱乐活动的技能则与同龄人相近，不过在安全相关及组织方面任需要帮助。在成人，可胜任不需要抽象思维的的工作。在作出医疗卫生及法律相关决策以及学习胜任完成熟练技巧性的工作等方面需要帮助。在供养家庭方面也是典型的需要帮助。严重度概念领域社交领域实用领域中虽然有在成长，但是概念技巧落后于同龄儿。在学龄前儿童，语言能力及入学前学业技巧发展缓慢。在学龄期儿童，读、写、计算、理解时间和金钱方面进展缓慢，并且与同伴相较明显受限。在成人，学业能力发展典型而言仅限于初级水平，在工作和生活中需

4、要学业技巧的地方均需要帮助。完成日常生活中概念性任务时需要持续的帮助，甚至需要他人完全接管。 在整个发育阶段，社交及交流行为与同龄儿相比有显著不同。 通常主要的交流方式是口语，但是与同龄儿相比显著的更简单。 发展关系显著与家庭及朋友相关，但个体可能在人生中获得成功的友情关系甚至在成人期获得浪漫关系。然而个体可能不能准确的接受或解读社交线索。 社交判断及决策能力有限，监护人需要在生活决策提供帮助。 与正常个体发展友谊经常为交流及社会能力的局限所影响。在需要成功完成的工作上，显著的需要社交及交流的帮助。作为成年人，可以完成诸如进食、穿衣、排泄及卫生等个人需求。虽然需要更多的教育及时间才能在这些方面

5、获得独立，并且需要人提醒。相应的，成人期亦可完成在家务活动，但是同样需要额外的教育，并且要完成成人水平的工作往往需要持续帮助。个体作为雇员可以完成需要有限的概念及交流技巧的工作，但需要同事、上司等的帮助来应对涉及到社会期望、复杂性工作及附带责任的如计划安排、交通、健康福利及财务管理。个体可发展出众多的娱乐技能。但往往需要额外的帮助及时间来教学。极个别的存在适应性不良行为并导致社会问题。严重度概念领域社交领域实用领域重概念化技能的习得有限。个体通常对书面语言及涉及到数字、数量、时间及金钱的概念理解有限。在一身中监护人均需要提供解决问题的额外帮助。在词汇及语法方面个体的口语水平有限。话语可能是单独

6、的字或词，以及可能通过辅助的方式补充。交流的内容局限于当下的日常生活事件。语言更多地用于社会交流而不是表达。个体能够理解简单的演讲及手势交流。同家庭成员及熟悉个体的关系是快乐及帮助的来源。个体在日常生活的所有活动均需要帮助，包括进食、穿衣、洗澡级排泄。在任何时间个体均需要监护。个体无法在涉及自己及他人安全上做出负责任的决策。在成人，参与家庭任务、娱乐及工作均需要帮助。在所有领域的技能均需要长期的教学及不断的帮助。不适应行为，如自残，在极少数群体中有表现。显著概念化技巧往往涉及实体世界而非象征性过程。个体能够使用对象通过目标导向的方式完成自我照顾、工作及娱乐。一些特定的视觉空间技能，如通过物质特

7、性匹配和排序可能可以习得。然而，共患的动作及感觉障碍可能影响对物体的功能使用。个体对于语言或手势的象征性交流的理解十分局限，可能理解一些简单的指导或手势。其表达自己的需求和感情大多通过非语言非象征的交流方式。个体享受同熟悉的家庭成员、监护人、熟人的关系，并且通过手势或情感线索发起或回应社交互动。共患的感觉或躯体损伤可能影响一些社会行为。个体在身体照顾、健康及安全方面完全依赖于他人，虽然其可能也能够参与其中一些活动。没有严重躯体损伤的个体可以协助一些家庭的日常工作，如端菜上桌。使用物体的简单活动可能是在高度持续的协助下参与一些职业活动的基础。娱乐活动可能涉及，如享受音乐、看电影、散步、水上活动，

8、均需要他人帮助。共患的躯体及感觉障碍常常是参与家庭、娱乐及工作活动的障碍（除了观看）。在极少数个体存在不适应行为。说明：严重水平是通过适应功能，而非IQ水平来定义，因为所需帮助的水平是由适应功能决定的。此外，在低值IQ测试的可信度较低。诊断特点：智力障碍的基本特征是全面心智能力的缺陷（诊断标准A），及于个体在年龄、性别、社会文化相匹配的对照的日常适应功能的障碍（诊断标准B），起病与发育时期（诊断标准C），诊断应该基于临床评估及标准化的智力和适应功能评测的结合。DSM涉及到的调整：1、适应功能结构的调整：DSM 5将DSM IV TR中，适应功能涵盖包括沟通交际、自我照顾、居家生活、社会人际技能

9、、社会资源运用、自我指示、功能性学科技能、工作、休闲娱乐、健康和安全等 10个方面，在其中至少两个方面存在缺陷即可认为适应功能存在缺陷，调整为概念、社交和实用三个领域，并规定在其中一个领域存在缺陷即可诊断为适应功能缺陷。2、分类标准的调整：DSM 5将DSM IV TR中根据IQ分数对智力障碍进行分类调整为根据个体适应功能缺陷的严重程度将智力障碍标注为轻度、中度、重度和极重度四种，并列举出了轻度、中度、重度和极重度患者在概念、社交和实用领域的表现。“因为所需帮助的水平是由适应功能决定的。此外，在低值IQ测试的可信度较低。”并且“可能影响测评分数的因素包括练习效应和“Flynn效应”(即由于过时

10、的测评常模造成过高分数) 。”“智商测评分数是对概念功能的粗略估计,不能充分地评估现实生活情况中的推理能力和对实用任务的掌握能力, 例如,智商得分70以上的个体可能在社交判断、社交理解和适应功能的其他领域上有严重的适应性行为问题,以致其实际功能与智商得分更低的个体的表现相当, 因此,在解释智商测评的结果时需要临床判断”3、障碍发生时间的调整：DSM 5将DSM IV TR中诊断标准是障碍发生在18岁以前调整为发育时期。因为由于智力障碍成因的复杂性，很难严格定义障碍发生时间的范围，故而采取了更为宽泛的表达。附：DSM 5 原文Intellectual disability (intellectu

11、al developmental disorder) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. The following three criteria must be met:A.Deficits in intellectual functions, such as reasoning, proble

12、m solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing.B.Deficits in adaptive functioning that result in failure to meet developmental and socio- cultural standards

13、 for personal independence and social responsibility. Without ongo- ing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and communi

14、ty.C.Onset of intellectual and adaptive deficits during the developmental period.Note: The diagnostic term intellectual disability is the equivalent term for the ICD-11 diag- nosis of intellectual developmental disorders. Although the term intellectual disability is used throughout this manual, both

15、 terms are used in the title to clarify relationships with other classification systems. Moreover, a federal statute in the United States (Public Law 111-256, Rosas Law) replaces the term mental retardation with intellectual disability, and research journals use the term inte/ecfua/ disability. Thus

16、, intellectual disability is the term in common use by medical, educational, and other professions and by the lay public and advocacy groups.Coding note: The ICD-9-CM code for intellectual disability (intellectual developmental disorder) is 319, which is assigned regardless of the severity specifier

17、. The ICD-10-CM code depends on the severity specifier (see below).Specify current severity (see Table 1): (F70) Mild(F71) Moderate (F72) Severe (F73) ProfoundSpecifiersThe various levels of severity are defined on the basis of adaptive functioning, and not IQ scores, because it is adaptive function

18、ing that determines the level of supports required. Moreover, IQ measures are less valid in the lower end of the IQ range.Diagnostic FeaturesThe essential features of intellectual disability (intellectual developmental disorder) are deficits in general mental abilities (Criterion A) and impairment i

19、n everyday adaptive functioning, in comparison to an individuals age-, gender-, and socioculturally matched peers (Criterion B). Onset is during the developmental period (Criterion C). The diagnosis of intellectual disability is based on both clinical assessment and standardized testing of intellect

20、ual and adaptive functions.TABLE 1 Severity levels for intellectual disability (intellectual developmental disorder)Severity levelConceptual domainSocial domainPractical domainMildFor preschool children, there may be no obvious conceptual differences. For school-age children and adults, there are di

21、fficulties in learning aca- demic skills involving reading, writing, arithmetic, time, or money, with support needed in one or more areas to meet age-related expectations. In adults, abstract thinking, exec- utive function (i.e., planning, strategizing, priority setting, and cognitive flexibility),

22、and short-term memory, as well as functional use of academic skills (e.g., reading, money management), are impaired. There is a somewhat concrete approach to problems and solutions compared withage-mates.Compared with typically developing age- mates, the individual is immature in social interactions

23、. For example, there may be diffi- culty in accurately perceiving peers social cues. Communication, conversation, and lan- guage are more concrete or immature than expected for age. There may be difficulties reg- ulating emotion and behavior in age-appropri- ate fashion; these difficulties are notic

24、ed by peers in social situations. There is limited understanding of risk in social situations; social judgment is immature for age, andthe person is at risk of being manipulated by others (gullibility).The individual may function age-appropriately in personal care. Individuals need some support with

25、 complex daily living tasks in comparison to peers. In adulthood, supports typically involve grocery shop- ping, transportation, home and child-care organic- ing, nutritious food preparation, and banking and money management. Recreational skills resemble those of age-mates, although judgment related

26、 to well-being and organization around recreation requires support. In adulthood, competitive employment is often seen in jobs that do not empha- size conceptual skills. Individuals generally need support to make health care decisions and legal decisions, and to learn to perform a skilled vocation c

27、ompetently. Support is typically needed to raise a family.TABLE 1 Severity levels for intellectual disability (intellectual developmental disorder) continuedSeverity levelConceptual domainSocial domainPractical domainModerateAll through development, the individuals conceptual skills lag markedly beh

28、ind those of peers. For preschoolers, lan- guage and pre-academic skills develop slowly. For school-age children, progress in reading, writing, mathematics, and understanding of time and money occurs slowly across the school years and is mark- edly limited compared with that of peers. For adults, ac

29、a- demic skill development is typically at an elementary level, and support is required for all use of academic skills in work and personal life. Ongo- ing assistance on a daily basis is needed to complete concep- tual tasks of day-to-day life, and others may take over these responsibilities fully f

30、or the individual.The individual shows marked differences from peers in social and communicative behavior across development. Spoken language is typi- cally a primary tool for social communication but is much less complex than that of peers. Capacity for relationships is evident in ties to family an

31、d friends, and the individual may have successful friendships across life and sometimes romantic relations in adulthood. However, individuals may not perceive or interpret social cues accurately. Social judg- ment and decision-making abilities are lim- ited, and caretakers must assist the person wit

32、h life decisions. Friendships with typically developing peers are often affected by com- munication or social limitations. Significant social and communicative support is needed in work settings for success.The individual can care for personal needs involving eating, dressing, elimination, and hygiene as an adult, although an extended period of teaching and time is needed for the individual to become indepen- dent in these areas, and reminders may be needed. Similar