Internet gaming disorder, and it has been speculated that Asian environmental and / or ge— netic background is another risk factor, but this remains unclear.
Functional Consequences of Internet Gaming Disorder
Internet gaming disorder may lead to school failure, job loss, or marriage failure. The com- pulsive gaming behavior tends to crowd out normal social, scholastic, and family activities.
Students may show declining grades and eventually failure in school. Family responsibil- ities may be neglected.
Excessive use of the Internet not involving playing of online games (e.g., excessive use of social media, such as Facebook; viewing pornography online) is not considered analogous to Internet gaming disorder, and future research on other excessive uses of the Internet would need to follow similar guidelines as suggested herein. Excessive gambling online may qualify for a separate diagnosis of gambling disorder.
Health may be neglected due to compulsive gaming. Other diagnoses that may be associ- ated with Internet gaming disorder include major depressive disorder, ADHD, and OCD.
A. More than minimal exposure to alcohol during gestation. including prior to pregnancy recognition. Confirmation of gestational exposure to alcohol may be obtained from ma- ternal seIf-report of alcohol use in pregnancy, medical or other records, or clinical ob- servation.
B. Impaired neurocognitive functioning as manifested by one or more of the following: 1. Impairment in global intellectual performance (i.e., IQ of 70 or below, or a standard score of 70 or below on a comprehensive developmental assessment).
2. Impairment in executive functioning (e.g., poor planning and organization; inflexi- bility; difficulty with behavioral inhibition).
3. Impairment in learning (e.g., lower academic achievement than expected for intel- lectual level; specific learning disability).
4. Memory impairment (e.g., problems remembering information learned recently; repeatedly making the same mistakes; difficulty remembering lengthy verbal in- structions).
5. Impairment in visuaI-spatial reasoning (e.g., disorganized or poorly planned draw- ings or constructions; problems differentiating left from right).
C. Impaired seIf-regulation as manifested by one or more of the following: 1. Impairment in mood or behavioral regulation (e.g.. mood lability; negative affect or irritability; frequent behavioral outbursts).
2. Attention deficit (e.g., difficulty shifting attention; difficulty sustaining mental effort).
3. Impairment in impulse control (e.g., difficulty waiting turn; difficulty complying with rules).
D. Impairment in adaptive functioning as manifested by two or more of the following, one of which must be (1) or (2): 1. Communication deficit (e.g., delayed acquisition of language; difficulty understand- ing spoken language).
2. Impairment in social communication and interaction (e.g., overly friendly with strang- ers; difficulty reading social cues; difficulty understanding social consequences).
3. Impairment in daily living skills (e.g., delayed toileting, feeding, or bathing; difficulty managing daily schedule).
4. Impairment in motor skills (e.g., poor fine motor development; delayed attainment ordination and balance).
E. Onset of the disorder (symptoms in Criteria B, C, and D) occurs in childhood.
F. The disturbance causes clinically significant distress or impairment in social, aca- demic, occupational, or other important areas of functioning.
G. The disorder is not better explained by the direct physiological effects associated with postnatal use of a substance (e.g., a medication, alcohol or other drugs), a general medical condition (e.g., traumatic brain injury, delirium, dementia), another known te- ratogen (e.g., fetal hydantoin syndrome), a genetic condition (e.g., Williams syndrome,
Down syndrome, Cornelia de Lange syndrome), or environmental neglect.