Specific learning disorder

The full DSM-5-TR criteria are not included in this record. Everything the record does hold is shown below. Check DSM-5-TR before recording the diagnosis.

1. A

   Key feature A

   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

2. B

   Key feature 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

3. C

   Key feature C

   Onset in school-age years (may not fully manifest until academic demands exceed limited capacities)

4. D

   Key feature 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

With impairment in reading (dyslexia)

Persistent difficulties with word reading accuracy, reading rate or fluency, and/or reading comprehension.

With impairment in written expression (dysgraphia)

Persistent difficulties with spelling accuracy, grammar, punctuation accuracy, or clarity of written expression.

With impairment in mathematics (dyscalculia)

Persistent difficulties with number sense, arithmetic facts, calculation, or mathematical reasoning.

Mild

Difficulties in one academic area; able to compensate with appropriate supports.

Moderate

Marked difficulties in one or more academic areas; requires specialised teaching and accommodations.

Severe

Severe and pervasive difficulties; requires intensive individualised instruction and ongoing support.