Which diagnosis best fits duration, episodicity, and exclusions?
A
Specific learning disorder
Difficulties learning and using academic skills despite intervention; ≥1 of 6 symptoms for ≥6 months: inaccurate/slow word reading; difficulty decoding; poor spelling; difficulties with written expression; poor number sense; mathematical reasoning difficulties
ADifficulties learning and using academic skills despite intervention; ≥1 of 6 symptoms for ≥6 months: inaccurate/slow word reading; difficulty decoding; poor spelling; difficulties with written expression; poor number sense; mathematical reasoning difficulties
BDeficits in intellectual functions (reasoning, problem-solving, planning, abstract thinking, judgement, academic learning, experiential learning) confirmed by clinical assessment and standardised testing
Additional criteria
AB. Affected skills substantially and quantifiably below expected for chronological age; confirmed by standardised assessment; cause significant interference with academic/occupational performance or daily activities C. Onset in school-age years (may not fully manifest until academic demands exceed limited capacities) D. Not better explained by intellectual disability; inadequate educational instruction; visual/auditory acuity; other mental/neurological disorders; psychosocial adversity; lack of proficiency in language of academic instruction
BB. Deficits in adaptive functioning in ≥1 of: conceptual, social, or practical domains — resulting in failure to meet developmental/sociocultural standards for personal independence/social responsibility C. Onset of intellectual and adaptive deficits during the developmental period
Key features
AA. Difficulties learning and using academic skills despite intervention; ≥1 of 6 symptoms for ≥6 months: inaccurate/slow word reading; difficulty decoding; poor spelling; difficulties with written expression; poor number sense; mathematical reasoning difficulties B. Affected skills substantially and quantifiably below expected for chronological age; confirmed by standardised assessment; cause significant interference with academic/occupational performance or daily activities C. Onset in school-age years (may not fully manifest until academic demands exceed limited capacities)
BA. Deficits in intellectual functions (reasoning, problem-solving, planning, abstract thinking, judgement, academic learning, experiential learning) confirmed by clinical assessment and standardised testing B. Deficits in adaptive functioning in ≥1 of: conceptual, social, or practical domains — resulting in failure to meet developmental/sociocultural standards for personal independence/social responsibility C. Onset of intellectual and adaptive deficits during the developmental period
Common specifiers
AWith impairment in reading (dyslexia); With impairment in written expression (dysgraphia); With impairment in mathematics (dyscalculia); Mild
BMild; Moderate; Severe; Profound
Differential flags
AIntellectual disability (global impairment vs domain-specific); ADHD (attention/behavioural factors limiting learning; highly comorbid); Vision or hearing impairment (always exclude before diagnosing SLD)
BASD (social deficits; RRBs; may coexist - code both when criteria independently met); Specific learning disorder (domain-specific; overall intellectual function preserved); Communication disorder (language-specific; not global intellectual impairment)