The new proposed DSM-V, the Diagnostic Statistical Manual that is the bible for mental health professionals, would eliminate Asperger’s syndrome (first added to DSM-IV in 1994) as a diagnosis separate from autism.  Those now diagnosed with Asperger’s will presumably fall into the milder end of a broadened “Autism Spectrum Disorder.”  Numerous articles about the proposed change are available, including this one from National Public Radio.

The new name for the category, autism spectrum disorder, includes autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. 

For those like me curious about the actual wording of the new proposed section of the DSM-V (and I’ll admit I’m a wonk and want to see these things verbatim, not just interpreted for me by someone who thinks I can’t read well enough to understand it), here it is:  [Bold face and words in brackets I have added]

Autism Spectrum Disorder

Must meet criteria 1, 2, and 3:

 1.  Clinically significant, persistent deficits in social communication and interactions, as manifest by all of the following: 

a.  Marked deficits in nonverbal and verbal communication used for social interaction:

b.  Lack of social reciprocity; [and]

c.  Failure to develop and maintain peer relationships appropriate to developmental level  [and]

2.  Restricted, repetitive patterns of behavior, interests, and activities, as manifested by at least TWO of the following: 

a.  Stereotyped motor or verbal behaviors, or unusual sensory behaviors 

b.  Excessive adherence to routines and ritualized patterns of behavior

c.  Restricted, fixated interests [and]

3.  Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)

http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94

Related posts:

1. Reader with autism and figurative language, part 1
2. When a reader with autism needs to respond to literature…
3. Autism and hyperlexia, part 1: Anaphoric cuing?