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The DSM-V: An Opportunity for Improved Practice
 The National Center for Learning Disabilities (NCLD) is writing to ask for your help. A revision of the 2000 edition of theDiagnostic and Statistical Manual of Mental Disorders (known as the DSM-IV) is currently underway, and changes to this guide could have a powerful impact on how decisions are made to identify ("diagnose") and provide services to individuals with learning disabilities.
Deadline for feedback to the DSM-V Task Force is
April 20th. Please act now!
Whether you are a parent of a child with LD, an educator or school administrator, psychologist, speech-language pathologist, physician or other related services provider, your feedback is critical to ensure that the classification systems that support individuals with learning disabilities (LD) and related disorders are up-to-date and sensitive to the most current knowledge in the field of LD.
Please don't delay in submitting your comments — the deadline is Tuesday, April 20th!
To comment on the DSM-V, please follow the steps below.
- Go to DSM5.org. Look on the right side of the page and follow the direction to "Participate" (Note:This is a multi-step process, involving a confirmation email.)
- Once you are logged in, click on the line that reads Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence. Click on "Learning Disabilities."
- You may use NCLD's recommended text for the comment box provided for each category, modify them, or write new comments to express your concerns and recommendations.
On the main "Learning Disabilities" page (NCLD's recommended text) To better align the DSM-V with current research and practice in learning disabilities, the following revisions in classification are recommended:
- "Learning Disabilities" be used as an overarching category with subtypes including disorders of:
- Word reading ("dyslexia")
- Reading fluency
- Reading comprehension
- Written expression
- Mathematics calculation ("dyscalculia")
- Mathematics problem solving
To enhance the effectiveness of the DSM-V in determining the status of individuals who present with disorders of learning and behavior, the following revisions in language are recommended:
- Difficulties in academic learning cannot be attributed to intellectual disability, sensory impairment, emotional disorder or lack of educational opportunity
- Multiple sources of data need to be used to assess academic skills, including but not limited to norm-referenced measures of academic achievement
- Evaluation measures need to be culturally appropriate
- "Contextualized assessment" (e.g., measures of progress over time, integrity and duration of instruction/intervention) should be considered as part of the determination of a disability or disorder
Under the category titled "315.2 Disorder of Written Expression" (NCLD's recommended text)
Disorders of written expression should be included under the Learning Disabilities category as there is a significant and growing body of research to support this subtype of LD, specifically disorders that are not explained by problems with reading. While individuals with reading disabilities (dyslexia) often manifest problems in this area, disorders of written expression can also occur in the absence of impairments in reading. This category is needed to address the needs of individuals who, for example, have distinct trouble in the areas of handwriting, spelling and generating text.
Under the category titled "315.9 Learning Disorder Not Otherwise Specified" (NCLD's recommended text)
"Learning Disabilities Not Otherwise Specified" should be retained to capture difficulties that do not meet criterion for other areas but that constitute significant obstacles to learning, daily living and social-emotional wellbeing.
Under the category titled "315.1 Mathematics Disorder" (NCLD's recommended text)
This category should be expanded to include both Mathematics Calculation (dyscalculia) and Mathematics Problem Solving. Research has shown that these comprise sometimes co-occurring but distinct subtypes of learning disabilities.
Thank you for participating in this important opportunity!
For more information about NCLD's reccommendation to the DSM-V, read "The DSM-V: An Opportunity for Improved Practice" on LD.org.
NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportunities.
The National Center for Learning Disabilities, Inc., is a not-for-profit, tax-exempt organization under Section 501(c)(3) of the Internal Revenue Code.
All contributions are tax-deductible to the extent permitted by law.
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