Some children with this disorder have heightened sensitivity to sound, while others will ignore loud noises. They have increased senses of smell and taste that can lead them to dislike of many foods. Other children will have decreased awareness of hunger and won’t eat unless prompted. Certain surfaces are unpleasant to these children and the sensation of pain is often decreased unless they see blood, and then the pain awareness ramps up beyond normal. The disease may or may not be genetic but many of these children will have a parent or sibling who is affected. No one knows the incidence or prevalence of SCD as it is a new diagnosis. Many children who have previously been diagnosed with other disorders, such as autism spectrum disorder or other language disorder, will be recategorized as having this disorder. Because Asperger syndrome has been removed from the DSM-V, more children will be placed in the SCD category.
AUTISM SPECTRUM DISORDER (299.0) Autism spectrum disorder or ASD is now a single diagnosis, according to the DSM-V. This is a broadly-defined developmental disorder in which the child exhibits impairment in verbal communication, interaction with those around him, and difficulties with behavior. There is a wide range of different symptoms and deficits with this disorder and varying levels of impairment. The incidence appears to be increasing; however, there is an increased awareness that is probably a contributing factor. The incidence is believed to be about 1 in 68 children with 4-5 times as many boys having the diagnosis when compared to girls. The two main areas where symptoms are noticeable are in communication (in social situations) and behavior (with repetitive behaviors commonly seen). Impairments in both of these areas are necessary to make the diagnosis of ASD. They often have difficulty with discourse and fail to share their interests with others, failing to start or continue interactions with other people. Eye contact is often limited and there are peculiarities in nonverbal communication and the understanding of others’ facial expressions and other nonverbal communication. They cannot engage well in imaginative play and often lack interest in their peers. 15
