Substance-Related and Addictive Disorders ..................... 481
Neurocognitive Disorders ..................................... 591
Personality Disorders ........................................ 645
Paraphilic Disorders ......................................... 685
Other Mental Disorders ...................................... 707
Other Adverse Effects of Medication .......................... 709
Other Conditions That May Be a Focus of Clinical Attention ......... 715 | his section contains the diagnostic criteria approved for routine clinical use along with the |CD-9-CM codes (|CD-10 codes are shown parenthetically).
For each mental disorder, the diagnostic criteria are followed by descriptive text to assist in diagnostic decision making. Where needed, specific recording procedures are presented with the diagnostic criteria to provide guidance in selecting the most appropriate code. In some cases, separate recording pro- cedures for |CD-9-CM and |CD-10—CM are provided. Although not considered as official DSM-5 disorders, medication-induced movement disorders and other adverse effects of medication, as well as other conditions that may be a focus |CD-10-CM 2 codes), are provided to indicate other reasons for a clinical visit such as environmental factors and relational problems. These codes are adapted official DSM-5 diagnoses, but can provide additional context for a clinical for- mulation and treatment plan. These three components—the criteria and their descriptive text, the medication-induced movement disorders and other ad- verse effects of medication, and the descriptions of other conditions that may be a focus of clinical attention—represent the key elements of the clinical di- agnostic process and thus are presented together.
The neurodevelopmental disorders are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often be- fore the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. The range of developmental deficits varies from very specific limitations of learning or control of executive functions to global impairments of social skills or intelligence. The neurode- velopmental disorders frequently co—occur; for example, individuals with autism spec- trum disorder often have intellectual disability (intellectual developmental disorder), and many children with attention-deficit/hyperactivity disorder (ADHD) also have a specific learning disorder. For some disorders, the clinical presentation includes symptoms of ex- cess as well as deficits and delays in achieving expected milestones. For example, autism spectrum disorder is diagnosed only when the characteristic deficits of social communi- cation are accompanied by excessively repetitive behaviors, restricted interests, and insis- tence 0n sameness.
Intellectual disability (intellectual developmental disorder) is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience. The deficits result in impair- ments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including com- munication, social participation, academic or occupational functioning, and personal inde- pendence at home or in community settings. Global developmental delay, as its name implies, is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning. The diagnosis is used for individuals who are unable to undergo systematic assessments of intellectual functioning, including children who are too young to participate in standardized testing. Intellectual disability may result from an acquired insult during the developmental period from, for example, a severe head injury, in which case a neurocognitive disorder also may be diagnosed.