By Fred R. Volkmar
Now increased to 2 volumes, this valuable reference paintings presents a accomplished evaluation of all details shortly on hand approximately those problems, drawing on findings and medical event from a few comparable disciplines resembling psychiatry, psychology, neurobiology, pediatrics, and so forth. The instruction manual covers descriptive and diagnostic features, organic contributions, intervention recommendations, felony and social matters. The 3rd variation is up-to-date to incorporate the latest paintings in animal types, genetics, neuropsychological tactics, screening and evaluate tools.
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Extra resources for Handbook of Autism and Pervasive Developmental Disorders, Diagnosis, Development, Neurobiology, and Behavior
Sample text
1975; Spitzer & Williams, 1980). At the same time, there was general agreement that future refinement would be needed and, over the next decade, a series of steps were undertaken to improve the ICD system (Sartorius, 1988). , 1975). By 1978, the ninth edition of ICD appeared and plans for a revision were put into place. The ICD-9 accorded official recognition to infantile autism as well as disintegrative psychosis (or what would now be termed childhood disintegrative disorders); both conditions were included in a category of childhood psychotic conditions—a category that also included other specific psychotic conditions of childhood and unspecified psychotic conditions.
Theoretically oriented classification systems often are difficult to use since there may be differences even among those who share a theoretical perspective. Since 1980, the trend in psychiatry has been toward descriptive, operational definitions that emphasize observable behaviors and discrete clinical findings (Frances, Widiger, & Pincus, 1989); indeed, such an approach is represented, in many respects, by Kanner’s original description of autism. Such an approach to diagnosis 12 Diagnosis and Classification is often called phenomenological although this term is confusing, since phenomenology is a branch of philosophy that concerns the underlying structures of experience and the modes of learning about mental and psychological phenomena (including the use of introspection and dense description).
Even for strictly defined autism, there are problems in the development of explicit definitions. These include the tremendous range in syndrome expression and change in symptoms over the course of development. Since the person with autism may not always be able to provide a direct, verbal report, the reports of parents or caregivers must be relied on, as with very young children, raising other potential problems including reliability and validity of historical information. Methods have been proposed for diagnosis that focus on very early development.