[Specific learning disabilities - from DSM-IV to DSM-5].

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) introduces revised classifications for learning disabilities.
• Specific learning disorders, including dyslexia and dyscalculia, are now explicitly included.

Purpose of the Study:

• To outline the changes in diagnostic criteria for specific learning disorders as presented in the DSM-5.
• To detail the subskills associated with reading, written expression, and mathematics disorders.
• To describe the updated diagnostic methods and severity grading.

Main Methods:

• Diagnosis relies on a comprehensive approach: medical history, clinical interviews, school reports, teacher evaluations, rating scales, and psychometric testing.
• The IQ discrepancy criterion has been removed, while age or class discrepancy criteria (1-2.5 SD) are retained.
• Detailed assessment of impaired academic domains and specific subskills is recommended.

Main Results:

• Three specific learning disorders are defined: impairment in reading (word reading accuracy, rate, fluency, comprehension), written expression (spelling, grammar, punctuation, organization), and mathematics (number sense, fact memorization, calculation, reasoning).
• Severity degrees for these disorders are now included in the diagnostic framework.
• The prevalence of these disorders is estimated between 5%-15%.

Conclusions:

• The DSM-5 provides a more detailed classification of specific learning disorders, aiding in diagnosis and intervention.
• These disorders are common, typically emerging early in schooling and often persisting into adulthood.
• The revised diagnostic approach emphasizes functional impairments and discrepancies rather than solely relying on IQ deficits.