The classification of problem behaviour in Diagnostic Criteria for Psychiatric Disorders for Use with Adults with Learning Disabilities/Mental Retardation (DC-LD).
DC-LD gives BCBAs a formal diagnostic label for severe problem behavior in adults with ID, potentially unlocking specialized services.
01Research in Context
What this study did
O'Brien (2003) wrote a position paper about the DC-LD manual. DC-LD stands for Diagnostic Criteria for Psychiatric Disorders for Use with Adults with Learning Disabilities.
The paper zooms in on the chapter that lists problem behavior. It explains how to give adults with intellectual disability a formal label for severe self-injury, aggression, or stereotypy.
What they found
The author did not run new experiments. Instead, he showed that DC-LD gives clinicians a shared language. A shared language can unlock day services, specialized housing, or funding.
The paper argues that a clear diagnosis also reduces blame on the person and shifts focus to treatment.
How this fits with other research
Clarke (2003) covers the same DC-LD system but looks at all psychiatric phenotypes. Gregory’s problem-behavior chapter sits inside David’s wider map, so the two papers fit like Russian dolls.
Dewsbury (2003) warns that DC-LD psychosis criteria are broader than ICD-10. The same caution applies to problem behavior: more people will qualify, so teams must watch for over-diagnosis.
Northup et al. (1991) validated the Aberrant Behavior Checklist for youth with dual diagnosis. Gregory brings a parallel tool for adults, extending age range and giving a diagnostic label instead of just a score.
Why it matters
If you serve adults with ID and severe problem behavior, DC-LD can turn your descriptive notes into a billable diagnosis. That label can open doors to specialist day programs, behavioral residences, or psychiatric consults. Try adding the DC-LD criteria to your next assessment report and see if funding sources accept it.
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02At a glance
03Original abstract
BACKGROUND: Problem behaviour is common among adults with learning disabilities, often to an extent that it impacts upon the functioning and social inclusion of the individual, and of the individual's family and immediate social network. METHODS/RESULTS: However, most approaches to the classification and diagnosis of psychiatric disorder among people with learning disability do not deal with problem behaviour as a diagnosis. The recent innovation of the Diagnostic Criteria for Psychiatric Disorders for Use with Adults with Learning Disabilities/Mental Retardation (DC-LD) includes diagnostic criteria for problem behaviour. The background and the thinking behind these criteria are reviewed. CONCLUSIONS: It is proposed that the adoption of such criteria offers the possibility of improved services for the individuals concerned, with resultant improvements in their adaptation and social inclusion.
Journal of intellectual disability research : JIDR, 2003 · doi:10.1046/j.1365-2788.47.s1.39.x