Diagnostic Criteria for Allism Spectrum Disorder
also known as, Neurotypical Disorder
(Parody)
To meet diagnostic criteria for Allism Spectrum Disorder according to DSM-5, a child must have persistent deficits in each of three areas of social communication and interaction (see A.1. through A.3. below) plus at least two of four types of restricted, repetitive behaviors (see B.1. through B.4. below).
A. Persistent deficits in direct, honest, and compassionate social interaction and patterns of using deception and manipulation of others perception. Deficits persist across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):
Deficits in social-emotional reciprocity. For example, a. Indirect, ambiguous, or deceptive communication style, b. Over dependence on social norms and generalizations, c. Frequently superimposes subtext or places unfounded meaning on concrete, literal, or factual communication, d. Struggles with comprehending consent and personal boundaries in social interaction.
Deficits in verbal and nonverbal communicative behaviors used for social interaction. For example, a. Ritualized use of unusual or menial conversation topics (e.g. comments on weather), b. Pervasive passive aggressive communication style (saying “that’s different” when really meaning “I don’t like that”), c. An excessive use of eye contact, abnormalities in body language, and deficits in understanding and use of gestures.
Deficits in theory of mind and developing, maintaining, and understanding autistic relationships. For example, a. Difficulties adjusting behavior to suit various social contexts, b. Inappropriate or undesired responses in conversation (e.g. using repeated passive/apathetic responses to end a conversation, visible discomfort when your interests or opinions vary from theirs), c. Absorption in perceived social status “ranking”, d. Deficit in comprehending bodily autonomy and personal space, e. Restrictive fixation with and dependence on gender social constructs, f. Repeatedly engages in tribalistic behaviors, such as compulsive attempts to control reputation in groups, and exploiting, marginalizing, or punishing groups deemed unworthy or inferior.
Severity is based on social communication impairments and impairment in organized, specialized behavior. For either criterion, severity is described in 3 levels: Level 3 – requires very substantial support, Level 2 – Requires substantial support, and Level 1 – requires support.
B. Patterns of over-dependence on heuristics, social norms, and generalizations in behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
Stereotyped or repetitive verbalization, use of objects, or speech. e.g., a. Simple motor stereotypes, b. Repetitive vocal stimming via verbalizing unfiltered thoughts or patterns of erroneous intonation c. Recreating social scenarios with toys or objects as children, d. Repetitive use of involuntary scripted phrases (e.g. “Lets hang out soon”, “How are you”, “Long time no see”, or “It’s nice to meet you”).
Insistence on sameness, extreme adherence to pre-existing social norms, or ritualized patterns of verbal or nonverbal behavior. e.g., a. Ritualized use of indirect communication, b. Strong attachment to group identity, rigid thinking patterns, greeting rituals, c. Need to conform, d. Difficulty in challenging pre-existing constructs in the world, e. Gullible to group biases such as bandwagon effect, groupthink, or status quo bias.
Lack of specialization or pattern-recognition that is abnormal in apathy or disorderliness. e.g., a. numerous superficial, shallow hobbies and interests with deficit in or complete lack of deeper exploration of interests, b. selecting interests based on social group or social influence, c. utilizing interests as social currency without genuine passion, d. ignoring small details because they do not align with expectations, context, or pre-existing beliefs, e. overly concerned with social perception instead of concrete objects or information.
Dulled or hyporeactive to sensory input or information that does align with pre-existing knowledge, beliefs, or self-interest. e.g., a. ”tuning out” sounds in environment deemed unimportant, b. easily influenced to interpret information based on how information is presented, c. overly gullible to confirmation bias, halo effect, and attentional bias, d. restrictively applyies existing social constructs as rules/expectations for all interaction and modelling of instead of generating beliefs based on sensory input and pattern recognition.
Specify current severity:
Severity is based on social communication impairments and restricted, repetitive patterns of behavior. (See table below.)
C. Symptoms must be present in the early developmental period (but may not become fully manifest until their behavior becomes intolerable to autistics).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and allism spectrum disorder frequently co-occur; to make comorbid diagnoses of allism spectrum disorder and intellectual disability, communication should be below that expected for general developmental level.
Note: Individuals with a well-established DSM-IV diagnosis of allism disorder, neurotypical disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of allism spectrum disorder. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for allism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.
