Mapas Curriculares

Disorders Usually First Diagnosed
in Infancy, Childhood, or Adolescence
Contents of this page:
* Mental Retardation
* Learning Disorders
* Motor Skills Disorder
* Communication Disorders
* Pervasive Developmental Disorders
* Attention-deficit and Disruptive Behavior Disorders
* Feeding and Eating Disorders
* Tic Disorders
* Elimination Disorders* Other Disorders of Infancy, Childhood, or Adolescence

Mental Retardation
* The patient's intellectual functioning is markedly below average (IQ of 70 or less on a standard, individually administered test).
* In 2 or more of the following areas, the patient has more trouble functioning than would be expected for age and cultural group:
-communication
-self-care
-home living-social and interpersonal skills
-using community resources
-self-direction
-academic ability
-work
-free time
-health
-safety
* Starts before age 18.
Code based on approximate IQ range:
317 Mild Mental Retardation. (IQ 50-55 to 70)
318.0 Moderate Mental Retardation. (IQ 35-40 to 50-55)
318.1 Severe Mental Retardation. (IQ 20-25 to 35-40)
318.2 Profound MentalRetardation. (IQ less than 20-25)
319 Mental Retardation, Severity Unspecified. (the patient cannot be tested, but significant retardation seems highly likely)
Coding Notes
Mental Retardation is coded on Axis II.
For infants, the clinician must make a subjective judgment of intellectual functioning.
On Axis III code any general medical condition that has caused Mental Retardation.

LearningDisorders
315.00 Reading Disorder
* As measured by a standardized test that is given individually, the patient's ability to read (accuracy or comprehension) is substantially less than you would expect considering age, intelligence and education.
* This deficiency materially impedes academic achievement or daily living.
* If there is also a sensory defect, the readingdeficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).

315.1 Mathematics Disorder
* As measured by a standardized test that is given individually, the patient's mathematical ability is substantially less than you would expect considering age, intelligence and education.
*This deficiency materially impedes academic achievement or daily living.
* If there is also a sensory defect, the mathematics deficiency is worse than you would expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).

315.2 Disorder of Written Expression
* As measured by functional assessment or by astandardized test that is given individually, the patient's writing ability is substantially less than you would expect considering age, intelligence and education.
* The difficulty with writing grammatically correct sentences and organized paragraphs materially impedes academic achievement or daily living.
* If there is also a sensory defect, the writing deficiency is worse than youwould expect with it.
Coding Note
On Axis III code any sensory deficit or general medical condition (such as a neurological disorder).

315.9 Learning Disorder Not Otherwise Specified

Motor Skills Disorder
315.4 Developmental Coordination Disorder
* Motor coordination in daily activities is substantially less than you would expect, considering the patient's age andintelligence. This may be shown by dropping things, general clumsiness, poor handwriting or sports ability or by pronounced delays in developmental motor milestones such as sitting, crawling or walking.
* This incoordination materially impedes academic achievement or daily living.
* It is not due to a general medical condition such as cerebral palsy or muscular dystrophy.
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