Integrating DSM-5 criteria with the CASE framework: A psychoeducational approach to understanding and supporting children with autism spectrum disorder.

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by persistent challenges in social communication, restricted interests, and repetitive behaviors (known as the triad of impairments). This paper examines the diagnostic foundations of ASD through frameworks of DSM-5, DSM-5-TR and/or ICD-11 and connects these clinical criteria to functional implications in education using the CASE framework, consisting of Cognitive, Academic, and Social-Emotional aspects. Additionally, it incorporates the Hierarchy of Abilities and Skills (HAS) model to provide a layered, developmental approach to assessment that considers biological, sensory, adaptive, emotional, and cognitive domains. By aligning the DSM-5 diagnostic criteria with both the CASE and HAS models, this paper presents a comprehensive psychoeducational profile that supports individualized educational therapy (EdTx) planning. It also outlines the significant cognitive, academic, social emotional, and societal harms that can result from untreated conditions of ASD. Overall, the integration of clinical, developmental, and educational models enables a deeper understanding of how ASD affects learning, behavior and development, reinforcing the importance of early diagnosis and targeted intervention.