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CMN 554 – FINAL EXAM STUDY GUIDE
LATEST 2026 UPDATE GUARANTEED
PASS MODULE 1
1. Autism – age of onset, diagnostic criteria
Autism Spectrum Disorder: Diagnostic Criteria pg 50
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested
by all of the following, currently or by history (examples are illustrative, not exhaustive; see text):
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure
of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to
initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from
poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body
language or deficits in understanding and use of gestures; to a total lack of facial expressions and
nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from
difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in
making friends; to absence of interest in peers.
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following,
currently or by history (examples are illustrative, not exhaustive; see text):
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal
behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns,
greeting rituals, need to take same route or eat same food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong
attachment to or preoccupation with unusual objects, excessively circumscribed or
perseverative interests).
4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g.,
apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive
smelling or touching of objects, visual fascination with lights or movement).
C. Symptoms must be present in the early developmental period (but may not become fully manifest until social
demands exceed limited capacities or may be masked by learned strategies in later life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual developmental disorder (intellectual disability) or global
developmental delay. Intellectual developmental disorder and autism spectrum disorder frequently co-occur; to
make comorbid diagnoses of autism spectrum disorder and intellectual developmental disorder, social
communication should be below that expected for general developmental level.
Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive
developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder.
Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria
for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.
Specify current severity based on social communication impairments and restricted, repetitive patterns of
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
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behavior (see Table 2):
Requiring very substantial support
Requiring substantial support
Requiring support
Specify if: With or without accompanying intellectual impairment With or without accompanying language
impairment Specify if: Associated with a known genetic or other medical condition or environmental factor (Coding
note: Use additional code to identify the associated genetic or other medical condition.) Associated with a
neurodevelopmental, mental, or behavioral problem.
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Specify if: With catatonia (refer to the criteria for catatonia associated with another mental disorder, p. 135, for
definition) (Coding note: Use additional code F06.1 catatonia associated with autism spectrum disorder to indicate
the presence of the comorbid catatonia.)
Autism Spectrum Disorder: Development and Course
The age and pattern of onset also should be noted for autism spectrum disorder. The behavioral features of
autism spectrum disorder first become evident in early childhood, with some cases presenting a lack of interest in
social interaction in the first year of life. Symptoms are typically recognized during the second year of life (age 12–
24 months) but may be seen earlier than 12 months if developmental delays are severe or noted later than 24
months if symptoms are more subtle. The pattern of onset description might include information about early
developmental delays or any losses of social or language skills. In cases where skills have been lost, parents or
caregivers may give a history of a gradual or relatively rapid deterioration in social behaviors or language skills.
Typically, this would occur between ages 12 and 24 months.
Prospective studies demonstrate that in most cases the onset of autism spectrum disorder is associated
with declines in critical social and communication behaviors in the first 2 years of life. Such declines in functioning
are rare in other neurodevelopmental disorders and may be an especially useful indicator of the presence of autism
spectrum disorder. In rare cases, there is developmental regression occurring after at least 2 years of normal
development (previously described as childhood disintegrative disorder), which is much more unusual and warrants
more extensive medical investigation (i.e., continuous spike and waves during slow-wave sleep syndrome and
Landau-Kleffner syndrome). Often included in these encephalopathic conditions are losses of skills beyond social
communication (e.g., loss of self-care, toileting, motor skills) (see also Rett syndrome in the section “Differential
Diagnosis” for this disorder).
First symptoms of autism spectrum disorder frequently involve delayed language development, often
accompanied by lack of social interest or unusual social interactions (e.g., pulling individuals by the hand without
any attempt to look at them), odd play patterns (e.g., carrying toys around but never playing with them), and unusual
communication patterns (e.g., knowing the alphabet but not responding to own name). Deafness may be suspected
but is typically ruled out. During the second year, odd and repetitive behaviors and the absence of typical play
become more apparent. Since many typically developing young children have strong preferences and enjoy
repetition (e.g., eating the same foods, watching the same video multiple times), distinguishing restricted and
repetitive behaviors that are diagnostic of autism spectrum disorder can be difficult in preschoolers. The clinical
distinction is based on the type, frequency, and intensity of the behavior (e.g., a child who daily lines up objects for
hours and is very distressed if any item is moved). Autism spectrum disorder is not a degenerative disorder, and it is
typical for learning and compensation to continue throughout life. Symptoms are often most marked in early
childhood and early school years, with developmental gains typical in later childhood in at least some areas (e.g.,
increased interest in social interaction). A small proportion of individuals deteriorate behaviorally during
adolescence, whereas most others improve.
While it was once the case that only a minority of individuals with autism spectrum disorder lived and worked
independently in adulthood, as diagnosis of autism spectrum disorder is made more frequently in those who have
superior language and intellectual abilities, more individuals are able to find a niche that matches their special
interests and skills and thus are productively employed. Access to vocational rehabilitation services significantly
improves competitive employment outcomes for transition-age youth with autism spectrum disorder.
In general, individuals with lower levels of impairment may be better able to function independently.
However, even these individuals may remain socially naive and vulnerable, have difficulties organizing practical
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
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demands without aid, and are prone to anxiety and depression. Many adults report using compensation strategies
and coping mechanisms to mask their difficulties in public but suffer from the stress and effort of maintaining a
socially acceptable facade. Relatively little is known about old age in autism spectrum disorder, but higher rates of
cooccurring medical conditions have been documented in the literature.
Some individuals come for first diagnosis in adulthood, perhaps prompted by the diagnosis of autism in a
child in the family or a breakdown of relations at work or home. Obtaining detailed developmental history in such
cases may be difficult, and it is important to consider self-reported difficulties. Where clinical observation suggests
criteria are currently met, autism spectrum disorder may be diagnosed, particularly if supported by a history of poor
social and communication skills in childhood. A compelling report (by parents or another relative) that the individual
had ordinary and sustained reciprocal friendships and good nonverbal communication skills throughout childhood
would significantly lessen the likelihood of a diagnosis of autism spectrum disorder; however, ambiguous, or
absent developmental information in itself is not sufficient to rule out a diagnosis of autism spectrum disorder.
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
Update 2026
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CMN 554 – FINAL EXAM STUDY GUIDE
LATEST 2026 UPDATE GUARANTEED
PASS MODULE 1
1. Autism – age of onset, diagnostic criteria
Autism Spectrum Disorder: Diagnostic Criteria pg 50
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested
by all of the following, currently or by history (examples are illustrative, not exhaustive; see text):
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure
of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to
initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from
poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body
language or deficits in understanding and use of gestures; to a total lack of facial expressions and
nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from
difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in
making friends; to absence of interest in peers.
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following,
currently or by history (examples are illustrative, not exhaustive; see text):
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal
behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns,
greeting rituals, need to take same route or eat same food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong
attachment to or preoccupation with unusual objects, excessively circumscribed or
perseverative interests).
4. Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g.,
apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive
smelling or touching of objects, visual fascination with lights or movement).
C. Symptoms must be present in the early developmental period (but may not become fully manifest until social
demands exceed limited capacities or may be masked by learned strategies in later life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual developmental disorder (intellectual disability) or global
developmental delay. Intellectual developmental disorder and autism spectrum disorder frequently co-occur; to
make comorbid diagnoses of autism spectrum disorder and intellectual developmental disorder, social
communication should be below that expected for general developmental level.
Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive
developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder.
Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria
for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.
Specify current severity based on social communication impairments and restricted, repetitive patterns of
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
Update 2026
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behavior (see Table 2):
Requiring very substantial support
Requiring substantial support
Requiring support
Specify if: With or without accompanying intellectual impairment With or without accompanying language
impairment Specify if: Associated with a known genetic or other medical condition or environmental factor (Coding
note: Use additional code to identify the associated genetic or other medical condition.) Associated with a
neurodevelopmental, mental, or behavioral problem.
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
Update 2026
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Specify if: With catatonia (refer to the criteria for catatonia associated with another mental disorder, p. 135, for
definition) (Coding note: Use additional code F06.1 catatonia associated with autism spectrum disorder to indicate
the presence of the comorbid catatonia.)
Autism Spectrum Disorder: Development and Course
The age and pattern of onset also should be noted for autism spectrum disorder. The behavioral features of
autism spectrum disorder first become evident in early childhood, with some cases presenting a lack of interest in
social interaction in the first year of life. Symptoms are typically recognized during the second year of life (age 12–
24 months) but may be seen earlier than 12 months if developmental delays are severe or noted later than 24
months if symptoms are more subtle. The pattern of onset description might include information about early
developmental delays or any losses of social or language skills. In cases where skills have been lost, parents or
caregivers may give a history of a gradual or relatively rapid deterioration in social behaviors or language skills.
Typically, this would occur between ages 12 and 24 months.
Prospective studies demonstrate that in most cases the onset of autism spectrum disorder is associated
with declines in critical social and communication behaviors in the first 2 years of life. Such declines in functioning
are rare in other neurodevelopmental disorders and may be an especially useful indicator of the presence of autism
spectrum disorder. In rare cases, there is developmental regression occurring after at least 2 years of normal
development (previously described as childhood disintegrative disorder), which is much more unusual and warrants
more extensive medical investigation (i.e., continuous spike and waves during slow-wave sleep syndrome and
Landau-Kleffner syndrome). Often included in these encephalopathic conditions are losses of skills beyond social
communication (e.g., loss of self-care, toileting, motor skills) (see also Rett syndrome in the section “Differential
Diagnosis” for this disorder).
First symptoms of autism spectrum disorder frequently involve delayed language development, often
accompanied by lack of social interest or unusual social interactions (e.g., pulling individuals by the hand without
any attempt to look at them), odd play patterns (e.g., carrying toys around but never playing with them), and unusual
communication patterns (e.g., knowing the alphabet but not responding to own name). Deafness may be suspected
but is typically ruled out. During the second year, odd and repetitive behaviors and the absence of typical play
become more apparent. Since many typically developing young children have strong preferences and enjoy
repetition (e.g., eating the same foods, watching the same video multiple times), distinguishing restricted and
repetitive behaviors that are diagnostic of autism spectrum disorder can be difficult in preschoolers. The clinical
distinction is based on the type, frequency, and intensity of the behavior (e.g., a child who daily lines up objects for
hours and is very distressed if any item is moved). Autism spectrum disorder is not a degenerative disorder, and it is
typical for learning and compensation to continue throughout life. Symptoms are often most marked in early
childhood and early school years, with developmental gains typical in later childhood in at least some areas (e.g.,
increased interest in social interaction). A small proportion of individuals deteriorate behaviorally during
adolescence, whereas most others improve.
While it was once the case that only a minority of individuals with autism spectrum disorder lived and worked
independently in adulthood, as diagnosis of autism spectrum disorder is made more frequently in those who have
superior language and intellectual abilities, more individuals are able to find a niche that matches their special
interests and skills and thus are productively employed. Access to vocational rehabilitation services significantly
improves competitive employment outcomes for transition-age youth with autism spectrum disorder.
In general, individuals with lower levels of impairment may be better able to function independently.
However, even these individuals may remain socially naive and vulnerable, have difficulties organizing practical
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
Update 2026
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demands without aid, and are prone to anxiety and depression. Many adults report using compensation strategies
and coping mechanisms to mask their difficulties in public but suffer from the stress and effort of maintaining a
socially acceptable facade. Relatively little is known about old age in autism spectrum disorder, but higher rates of
cooccurring medical conditions have been documented in the literature.
Some individuals come for first diagnosis in adulthood, perhaps prompted by the diagnosis of autism in a
child in the family or a breakdown of relations at work or home. Obtaining detailed developmental history in such
cases may be difficult, and it is important to consider self-reported difficulties. Where clinical observation suggests
criteria are currently met, autism spectrum disorder may be diagnosed, particularly if supported by a history of poor
social and communication skills in childhood. A compelling report (by parents or another relative) that the individual
had ordinary and sustained reciprocal friendships and good nonverbal communication skills throughout childhood
would significantly lessen the likelihood of a diagnosis of autism spectrum disorder; however, ambiguous, or
absent developmental information in itself is not sufficient to rule out a diagnosis of autism spectrum disorder.
CMN 554 Unit 4 Personality Disorders Study Guide | TEST DAY Final Guide | Exam Questions & Answers | Latest
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