Disorders and tendencies included and excluded under the category of<unk> s may vary by source. For example, the definitions offered by the American Speech–Language–Hearing Association differ from those of the Diagnostic Statistical Manual 4th edition (DSM-IV). Gleanson (2001) defines a<unk>  as a speech and language disorder which refers to problems in<unk>  and in related areas such as oral motor function. The delays and disorders can range from simple sound substitution to the inability to understand or use one's native language. In general,<unk> s commonly refer to problems in speech (comprehension and/or expression) that significantly interfere with an individual’s achievement and/or quality of life. Knowing the operational definition of the agency performing an assessment or giving a diagnosis may help. Persons who speak more than one language or are considered to have an accent in their location of residence do not have a speech disorder if they are speaking in a manner consistent with their home environment or that is a blending of their home and foreign environment. DSM-IV According to the DSM-IV-TR,<unk> s are usually first diagnosed in childhood or adolescence, though they are not limited as childhood disorders and may persist into adulthood. They may also occur with other disorders. Diagnosis involves testing and evaluation during which it is determined if the scores/performance are "substantially below" developmental expectations and if they "significantly" interfere with academic achievement, social interactions, and daily living. This assessment may also determine if the characteristic is deviant or delayed. Therefore, it may be possible for an individual to have<unk>  challenges but not meet the criteria of being "substantially below" criteria of the DSM IV-TR. The DSM diagnoses do not comprise a complete list of all<unk> s, for example, auditory processing disorder is not classified under the DSM or ICD-10. The following diagnoses are included as<unk> s: * Expressive language disorder – characterized by difficulty expressing oneself beyond simple sentences and a limited vocabulary. Individuals can better understand than use language; they may have a lot to say, but have more difficulty organizing and retrieving the words than expected for their developmental stage. * Mixed receptive-expressive language disorder – problems comprehending the commands of others. * Stuttering – a speech disorder characterized by a break in fluency, where sounds, syllables, or words may be repeated or prolonged. * Phonological disorder – a speech sound disorder characterized by problems in making patterns of sound errors (e.g., "dat" for "that"). *<unk>  NOS (not otherwise specified) – the DSM-IV diagnosis in which disorders that do not meet the specific criteria for the disorder listed above may be classified. DSM-5 The DSM-5 diagnoses for<unk> s completely rework the ones stated above. The diagnoses are made more general in order to capture the various aspects of<unk> s in a way that emphasizes their childhood onset and differentiate these<unk> s from those associated with other disorders (e.g. autism spectrum disorders). *Language disorder – the important characteristics of a language disorder are difficulties in learning and using language, which is caused by problems with vocabulary, with grammar, and with putting sentences together in a proper manner. Problems can both be receptive (understanding language) and expressive (producing language). *Speech sound disorder – previously called phonological disorder, for those with problems with pronunciation and articulation of their native language. * Childhood-Onset Fluency Disorder (Stuttering) - standard fluency and rhythm of speech is interrupted, often causing the repetition of whole words and syllables. May also include the prolongation of words and syllables; pauses within a word; and/or the avoidance of pronouncing difficult words and replacing them with easier words that the individual is better able to pronounce. This disorder causes many<unk>  problems for the individual and may interfere with social<unk>  and performance in work and/or school settings where<unk>  is essential. * Social (pragmatic)<unk>  – this diagnosis described difficulties in the social uses of verbal and nonverbal<unk>  in naturalistic contexts, which affects the development of social relationships and discourse comprehension. The difference between this diagnosis and autism spectrum disorder is that in the latter there is also a restricted or repetitive pattern of behavior. *Unspecified<unk>  – for those who have symptoms of a<unk>  but who do not meet all criteria, and whose symptoms cause distress or impairment.
Communication disorder
Childhood schizophrenia
Frontal lobe disorder
Diving disorders
Specific developmental disorder
Thought disorder
Personality pathology
Balance disorder