The effect of changes to the diagnostic criteria for specific learning disorders in the most recent revision of the Diagnostic and Statistical Manual of Mental Disorders ([DSM]–5; American Psychiatric Association, 2013) was studied. Individual intelligence and achievement test scores were retrieved from the archival files of 144 adults who presented to an outpatient clinic housed on a university campus with complaints of academic difficulties. The application of the DSM–IV discrepancy criterion was compared with the DSM–5 academic impairment criterion. Individuals were more likely to meet the DSM–5 criterion than the DSM–IV criterion. Changes at the intraindividual level, that is, moving from meeting the targeted DSM–IV criterion to not meeting the DSM–5 criterion and vice versa are also reported. The academic area of impairment most affected by the change in diagnostic criteria in this sample, at an intraindividual level, was reading.

中文翻译：

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DSM-5 中改变特定学习障碍标准对成人的影响。

研究了精神障碍诊断和统计手册（[DSM]–5；美国精神病学协会，2013 年）的最新修订版中特定学习障碍诊断标准的变化。个人智力和成就测试分数是从 144 名成年人的档案文件中检索出来的，这些成年人因抱怨学习困难而来到位于大学校园的门诊诊所。将 DSM-IV 差异标准的应用与 DSM-5 学业障碍标准进行了比较。与 DSM-IV 标准相比，个人更有可能满足 DSM-5 标准。还报告了个体内水平的变化，即从满足目标 DSM-IV 标准变为不满足 DSM-5 标准，反之亦然。