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Neurodevelopmental Disorders. Changes in the Theoretical and Diagnostic Approach

100%
Jastrzębowska G.
Logopedia
|
2019
|
vol. 48 EN
|
issue 1
5-21
EN
For the sake of diagnosis and therapy, there were created medical typologies of worldwide range, among which the most recognized and commonly used are ICD (International Statistical Classification of Diseases and Related Health Problems) and DSM (Diagnostic and Statistical Manual of Mental Disorders) of which new editions are the subject of interest to the authors. This article points out the global trends and directions of changes that occur throughout the area of terminology and categorization of mental development disorders (neurodevelopmental) and associated with them Developmental Language Disorders (DLD). The work presents and refers to the proposals of changes, which are planned by WHO in the latest, eleventh edition of international classification of diseases and mental disorders ICD, that will be in force in Poland from 1 January 2022. There is also made an attempt to show how the terminology has been changing over the past 25 years and what changes are currently being made in this field; how the development of knowledge and social awareness impacted the revision of the theoretical approach and nomenclature. It was possible by the detailed analysis of the older and new editions of abovementioned ICD and DSM typologies, that is: DSM-IV from 1994 and 2000, DSM-5 (from 2013), ICD-10 (released in 1996) and ICD-11 (from 2019). In the table placed in the final part of the article (which is modified version of the table published by Jastrzębowska in 1999, supplemented with new changes proposed by WHO and the American Association of Psychiatrists) it is indicated how the theoretical approach has evolved in relation to mental disorders and behaviour, and as a consequence, how the names of speech and language development disorders created on this background have changed. This table compares the native terminology with the one that is currently in force in ICD-10, DSM-IV and DSM-5, and it refers to the names of categories and clinical units distinguished in the new, eleventh edition of ICD. In order to make comparison and accurately evaluate the described phenomena, this collation has been complemented with a detailed description of diagnostic criteria proposed in ICD-11 and DSM-5.
2
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Zaburzenia neurorozwojowe. Zmiany w podejściu teoretycznym i diagnostycznym

94%
Jastrzębowska G.
Logopedia
|
2019
|
vol. 48
|
issue 1
27-45
PL
Na potrzeby diagnozy i terapii powstały typologie medyczne o zasięgu ogólnoświatowym. Do najbardziej znanych i powszechnie stosowanych zalicza się ICD (ang. International Statistical Classification of Diseases and Related Health Problems) – Międzynarodową Statystyczną Klasyfikację Chorób i Problemów Zdrowotnych ICD oraz DSM (ang. Diagnostic and Statistical Manual of Mental Disorders) – Klasyfikację Zaburzeń Psychicznych DSM, których nowe edycje stanowią przedmiot zainteresowań autorek. W artykule wskazano światowe trendy i kierunki zmian, jakie się dokonują w obszarze terminologii i kategoryzowania zaburzeń rozwoju psychicznego (neurorozwojowych) i związanych z nimi rozwojowych zaburzeń języka (Developmental Language Disorders – DLD). Przedstawiono tu i odniesiono się do propozycji zmian, jakie WHO planuje w najnowszej, 11. edycji międzynarodowej klasyfikacji chorób i zaburzeń psychicznych ICD, która w Polsce zacznie obowiązywać od 1 stycznia 2022 roku. Podjęto też próbę ukazania, jak na przestrzeni 25 lat zmieniała się terminologia i jakie zmiany na tym polu obecnie się dokonują; jak rozwój wiedzy i świadomości społecznej wpływał na rewizję podejścia teoretycznego i nazewnictwa. Umożliwiły to szczegółowa analiza starszych i nowych edycji wzmiankowanych typologii ICD i DSM, tj.: DSM-IV (z 1994 i 2000 roku), DSM-5 (z roku 2013) oraz ICD-10 (rok wydania 1996) i ICD-11 (z 2019 roku). W tabeli zmieszczonej w końcowej części artykułu (zmodyfikowana wersja tabeli autorstwa G. Jastrzębowskiej z 1999 roku, uzupełniona o nowe propozycje zmian WHO i Amerykańskiego Stowarzyszenia Psychiatrów) zaprezentowano, jak ewoluowało podejście teoretyczne w odniesieniu do zaburzeń psychicznych i zachowania i, w konsekwencji, jak zmieniały się nazwy powstających na tym tle zaburzeń rozwoju mowy i języka. W tabeli tej zestawiono rodzimą terminologię z aktualnie obowiązującą w ICD-10 oraz DSM-IV, DSM-5 i odniesiono ją do nazw kategorii oraz jednostek klinicznych, wyróżnionych w nowej, 11. edycji ICD. W celu porównania i właściwej oceny opisywanych zjawisk zestawienie to zostało uzupełnione o szczegółowy opis kryteriów diagnostycznych proponowanych w ICD-11 i DSM-5.
EN
For the sake of diagnosis and therapy, there were created medical typologies of worldwide range, among which the most recognized and commonly used are ICD (International Statistical Classification of Diseases and Related Health Problems) and DSM (Diagnostic and Statistical Manual of Mental Disorders) whose new editions are of interest to the authors. This article points out the global trends and directions of changes that occur throughout the area of terminology and categorization of mental development disorders (neurodevelopmental) and associated with them Developmental Language Disorders (DLD). The work presents and refers to the proposals of changes, which are planned by WHO in the latest, eleventh edition of international classification of diseases and mental disorders ICD, that will be in force in Poland from the first of January 2022. There is also made an attempt to show how the terminology has been changing over the past 25 years and what changes are currently being made in this field; how the development of knowledge and social awareness impacted the revision of the theoretical approach and nomenclature. It was possible by the detailed analysis of the older and new editions of abovementioned ICD and DSM typologies, that is: DSM-IV from 1994 and 2000, DSM-5 (from 2013), ICD-10 (released in 1996) and ICD-11 (from 2019). The table placed in the final part of the article (which is a modified version of the table published by G. Jastrzębowska in 1999, supplemented with new changes proposed by WHO and the American Association of Psychiatrists) indicates how the theoretical approach has evolved in relation to mental disorders and behaviour, and as a consequence, how the names of speech and language development disorders created on this background have changed. This table compares the native terminology with the one that is currently in force in ICD-10 and DSM-IV, DSM-5, and it refers to the names of categories and clinical units distinguished in the new, eleventh edition of ICD. In order to make comparison and accurately evaluate the described phenomena, this collation has been complemented with a detailed description of diagnostic criteria proposed in ICD-11 and DSM-5.
3
Content available remote

Evolution of the ADHD concept and its relation to the hyperkinetic disorders: narrative review

84%
Sklepníková J., Slezáčková A.
Československá psychologie (Czechoslovak Psychology)
|
2022
|
vol. 66
|
issue 3
255-271
EN
Attention Deficit Hyperactivity Disorder (ADHD) is a unique disorder. It usually devel-ops in early childhood and, in 50% of cases, continues to be a lifelong disorder, which poses significant challenges for researchers and clini-cians. The new criteria set by the World Health Organization merged the category of Hyperki-netic Disorders and the ADHD category.This narrative review aims to explore and ease the adoption of the ADHD concept for clinicians and researchers who were used to working with Hyperkinetic Disorders by (1) analyzing the evolution of the ADHD concept from its estab-lishment in the Diagnostic and Statistical Man-ual of Mental Disorders, 3rd edition (DSM-III) until DSM-5; (2) comparing the contemporary concepts of ADHD in DSM-5 and Hyperkinetic Disorders in International Statistical Classifica-tion of Diseases and Related Health Problems (ICD-10); and (3) describing some new chal-lenges the ADHD concept will face in the future.The structure and the dimensions of the concept are explored, including some possible new core symptoms such as emotional dysregulation and mind wandering. Adult presentations of symp-toms of hyperactivity, impulsivity, and inatten-tion are presented. The recent challenges of the global pandemic of covid-19 are also addressed.In conclusion, the concept of ADHD has been dramatically improved since its establishment. However, the bio-psycho-social perspective needs to be better balanced in ADHD-related science.
CS
Porucha pozornosti s hyperaktivitou (ADHD) je unikátní poruchou. Většinou se rozvine v raném dětství a v 50 % případů přerůstá v celoživotní poruchu, což přináší významné výzvy pro vý-zkumníky i odborníky v praxi. Nová kritéria vytvořená Světovou zdravotnickou organiza-cí spojila kategorie hyperkinetických poruch a ADHD. Cílem této narativní přehledové studie bylo prozkoumat a usnadnit osvojení koncep-tu ADHD odborníky a výzkumníky, kteří byli zvyklí pracovat s hyperkinetickými poruchami. 1) Byla analyzována evoluce konceptu ADHD od jeho ustanovení ve 3. edici Diagnostické-ho a statistického manuálu duševních poruch (DSM-III) až po DSM-5; 2) byly porovnány současné koncepty ADHD v DSM-5 a hyper-kinetické poruchy v Mezinárodní statistické klasifikaci nemocí a přidružených zdravotních problémů (MKN-10); a 3) byly popsány některé nové výzvy, kterým může koncept ADHD čelit v budoucnosti. Prozkoumány byly dimenze a struktura konceptu včetně potenciálních no-vých symptomů, jako jsou například emocio-nální dysregulace a tzv. mind wandering. Před-staveny byly také dospělé prezentace symptomů hyperaktivity, impulzivity a nepozornosti. Au-toři se dotkli také nedávných výzev spojených s globální pandemií covid-19. Závěrem lze kon-statovat, že koncept ADHD se od svého vzniku významně zlepšil. Ve vědeckém výzkumu zabý-vajícím se ADHD by však měla být více zohled-něna psycho-bio-sociální perspektiva.
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