Autism spectrum disorder  is a new DSM-5 disorder encompassing the previous DSM-
IV autistic disorder (autism), Asperger’s disorder, childhood disi ntegrative disorder,
Rett’s disorder, and pervasive developmental di sorder not otherwise specified. It is char-
acterized by deficits in two core domains: 1) deficits in social communication and social in-
teraction and 2) restricted repetitive patterns of behavior, interests, and activities.
Several changes have been made to the diagnostic criteria for attention-deficit/hyperactiv-
ity disorder  (ADHD). Examples have been added to the criterion items to facilitate application
across the life span; the age at onset descri ption has been changed (from “some hyperactive-
impulsive or inattentive symptoms that caused impairment were present before age 7 years”
to “Several inattentive or hy peractive-impulsive symptoms we re present prior to age 12”);
subtypes have been replaced with presentation specifiers that map directly to the prior sub-
types; a comorbid diagnosis with autism spec trum disorder is now allowed; and a symptom
threshold change has been made for adults, to reflect the substantial evidence of clinically sig-
nificant ADHD impairment, with the cutoff for ADHD of five symptoms, instead of six re-
quired for younger persons, both for inatte ntion and for hyperactivity and impulsivity.
Specific learning disorder  combines the DSM-IV diagnose s of reading disorder, math-
ematics disorder, disorder of  written expression, and lear ning disorder not otherwise
specified. Learning deficits in the areas of  reading, written expr ession, and mathematics
are coded as separate specifiers. Acknowledgment  is made in the text that specific types of
reading deficits are described internationally in various ways as dyslexia  and specific types