#diagnostic symptoms

[salmonandsoup]

YA BOY HAS BEEN OFFICIALLY DIAGNOSED

we got that wombo combo

AUTISM AND PTSD BAYBEEEEEEE

[isthatapuppydog]

I'm so happy to be out in the sun with my boys!!

[er-cryptid]

Symptomatic Hyperglycemia

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[tommoschaffner]

i straight up cant find any diagnosis that fits my criteria bro. can you get just generalised chronic pain diagnosed?

my legs hurt. its not full body pain, my back hurts a lot, but i think thats due to my sleeping positions, etc. if i walk or stand for more than about 5 minutes, my legs and feet begin to ache. (when im sitting and laying down for too long, they can hurt too, its just more likely they will if im being more active). ive had pain like this since i was about 2 iirc what my mother has told me, and it got especially bad when i was 9.

going up stairs makes my legs ache, if i walk too much i can barely move the next day. i have to skip school a lot because of my pain. my mother and i went to a doctor about it when i was 9, and they told me it was something to do with growing pains, my tendons, and my bones, but its been ongoing since then, and literally started at about 2 years old. it makes my life so so difficult. this isnt how most peoples bodies work and i know it. i dont know whats wrong with me and i cant find anything.

heat really helps with pain. i recently stayed at a place with a hot tub, and after walking the whole day i got to sit in the hot tub before leaving and i had very little pain, when under normal circumstances i probably wouldnt have been able to go to school the next day.

if it helps in any way, im currently looking to get diagnosed with POTs. i have PCOS, too. is there anything that fits this description?

[thebumblingbee]

My test results: Mild, yet confirming, results for the condition my doctor and I are suspicious of.

Radiologist reading the study: Findings of this study are totally normal ☺️

🙃 I love the healthcare system

[katetorias]

don’t think it should be a crazy take to understand that by definition systems are a collection of dissociated self states found in people with complex dissociative disorders (DID, OSDD, UDD, etc). that’s what the word system means in this context, and is the definition used in books and scientific literature about systems.

complex dissociative disorders are seen by years of research and testimony to be caused by childhood trauma. systems are a symptom of CDDs, meaning systems are caused by childhood trauma. a system is just one of the symptoms of having a complex dissociative disorder, and things like CPTSD, amnesia, dissociation, depersonalization/derealization, depression/suicidal tendencies are also symptoms.

systems are a symptom of a disorder that is caused by repeated childhood trauma. it’s a life saving defense mechanism our brains had to create to protect ourselves from the trauma. the brain dissociates to keep us from experiencing the traumatic events directly. that is why systems exist. that’s it.

it’s not an identity it’s just a symptom of a disorder. if that’s not what you’re experiencing then system just isn’t the right term

[azuresquirrel]

me, diagnosed with chronic depression, whenever I experience symptoms of chronic depression:

[acircusfullofdemons]

PROPOSED DIAGNOSTIC CRITERIA FOR MALADAPTIVE DAYDREAMING

Below is the proposed diagnostic criteria for MaDD. Note that MaDD isn't an official disorder at the time of writing this and is still being researched, meaning you cannot be diagnosed with it.

A. Persistent and recurrent fantasy activity that is vivid and fanciful as indicated by the individual exhibiting 2 (or more) of the following in a 6-month period. At least one of these should include criterion (1):

While daydreaming, experiences an intense sense of absorption/immersion that includes visual, auditory or affective properties.

Daydreaming is triggered, maintained or enhanced with exposure to music.

Daydreaming is triggered, maintained or enhanced with exposure to stereotypical movement (e.g., pacing, rocking, hand movements).

Often daydreams when feeling distressed, or bored.

Daydreaming intensity and length intensify in the absence of others (e.g., daydreams more when alone).

Is annoyed when unable to daydream or when daydreaming is interrupted or curbed.

Would rather daydream than engage in daily chores, social, academic or professional activities.

Has made repeated unsuccessful efforts to control, cut back, or stop daydreaming.

B. The disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.

C. The disturbance is not due to the direct physiological effects of a substance (e.g., a drug of abuse, a medication) or a general medical condition (e.g., dementia) and is not better explained by another disorder, e.g., Autism Spectrum Disorders, Attention-Deficit/Hyperactivity Disorder, Schizophrenia Spectrum Disorders, Bi-Polar I Disorder, Obsessive-Compulsive and Related Disorders, Dissociative Identity Disorder, Substance related and Addictive Disorders, an Organic Disorder or Medical Condition.

Specify current severity:

Mild: Experiences mainly distress, no obvious functional impairment.

Moderate: One area of functioning is affected (e.g., work).

Severe: More than one area of functioning is affected (e.g., work, school or social life).

[unnonexistence]

was anybody gonna tell me that 13.5% of people with celiac disease report extreme weakness/tiredness that doesn't improve with treatment or was i just supposed to read that in the celiac canada survey myself

[icy-book]

Watching several different studies justify the gender difference in autism diagnosis as due to genetics without even considering that maybe, just maybe, there's institutional sexism in both the diagnostic process and research designs and the way they intertwine

[jcsmicasereports]

Autism Diagnostic criteria, Symptoms, Child Diagnosis and Evaluation Scales by Theofilidis Antonis in Journal of Clinical Case Reports Medical Images and Health Sciences

ABSTRACT

Introduction: Autistic children have not withdrawn from reality due to some mental illness, rather they have failed to come out in reality due to a serious, and to a large extent, developmental disorder. As a result, autism is not currently considered psychosis, but is classified as a pervasive developmental disorder. This means that it is classified along with the other developmental difficulties rather than the mental illnesses themselves.

Aim: The aim of this study was to present an organized context of autism, its symptoms and clinical picture, its diagnostic criteria as well as child rating scales.

Method: The recent literature was reviewed with keywords: autism, symptoms, diagnostic criteria, evaluation, assessment of autism.

Conclusions: Autistic Disorder or autism is a severe form of Diffuse Developmental Disorder and has been described as a "spectrum disorder", which means that the clinical picture of autism is not homogeneous, but ranges from milder forms (with minimal and mild form). autistic elements and normal intelligence) to more severe forms (with multiple autistic elements accompanied by severe mental retardation).

Keywords: autism, symptoms, diagnostic criteria, evaluation, assessment of autism.

INTRODUCTION

Autism is a disorder that is affecting more and more people and has been described as a "spectrum disorder" which means that the clinical picture of autism is not homogeneous, but ranges from milder forms (with minimal and mild autistic features and normal intelligence)up to more severe forms (with multiple autistic elements accompanied by severe mental retardation). Autism has a reduction in the following areas:

Mutual social transactions

Communication

General behavior (stereotyped and divisive reactions occur)

Interests

Activities

In the areas mentioned above, people with Autism not only differ due to developmental delays, but also have divergent reactions, which are not usually found in children with normal development.

Diagnostic criteria

The diagnosis of Autistic Disorder even today is based on the characteristics of the child's behavior and not on medical examinations, although it is widely accepted that the causes of autism are due to organic rather than environmental factors1.

It is true that Kanner himself fueled these orientations considerably by referring to "cold rational" parents and the upper social class, in conjunction with his claim that autistic children have potentially high intelligence. We need a brief reference to these issues because they are involved in the definition of autism in a variety of ways7:

are the points that were mainly refuted in the course of Kanner's initial presentation,

the data on them are also indirectly answered in the hypothesis for a psychogenic definition of autism, essentially excluding it and

from here the research went further, which It was already focusing on the specifics of autism, thus leading to modern perceptions of this disorder but also to highlighting its complexity. Kanner concluded that children should maintain normal intelligence, indirectly: from the islands of potential that he found to maintain among their difficulties, such as:

Their "excellent" memory. Many studies have shown that the majority of autistic children actually have some degree of mental retardation, which is usually not severe. In fact, it remains and is still seen later, even if their social performance improves as they grow older 9,11.

The other thing that is clear here and important for the definition of autism is that, although mental retardation and autism often coexist, they are not identical. A few points from reliable studies can show interesting differences:

Autism can coexist with illnesses and conditions that usually cause mental retardation but the association does not seem to be as strong: it seems to go particularly well with low sclerosis, which is a rare condition, but much less so with Down syndrome or cerebral palsy. , which are much more common causes of mental retardation 1.

Epileptic seizures, common in children with mental retardation but usually beginning in early and middle childhood, typically first appear in autism (in ¼% of cases) around or near adolescence, or later13.

Characteristic differences are presented by retarded children and in particular aspects of cognitive emotional and social function. As in the immediate recognition of the leaf, in the recognition of emotions as they appear in human faces and in the emotional understanding

Kanner's first study of autism highlights a number of traits that he found to be characteristic of all the children he saw. These features are as follows 2:

Excessive autistic loneliness: Children failed to interact smoothly with people, and seemed to be overjoyed when left alone. This lack of social response appeared, according to Kanner, very early in life, as shown by the autistic infant's failure to reach out to the parent who would take him or hug him.

Anxious depressive desire to maintain similarity: Children were overly irritated by changes in routine or their surroundings. A different school routine, a rearrangement of furniture, could be the cause of an explosion, and the child may not be able to calm down until the familiar order is restored.

Excellent memory: The children Kanner saw showed an ability to recall large and insignificant amounts of material (eg an encyclopedia content page) that did not keep pace with their clear learning difficulties or mental retardation in other cases.

Delayed hoarseness: Children repeated the language they were hearing but failed to use words to communicate on topics beyond their immediate needs. The echo may explain the reversal of Kanner's pronouns - that children use the "You" when referring to themselves and the "I" to the other person. This use would be an immediate repetition of another speaker's observation. Similarly, autistic children commonly use an entire question to ask for something that follows (eg "Do you want a sweet?", Meaning " I want a sweet").

Hypersensitivity to stimuli: Kanner noted that many of the children he saw reacted strongly to certain noises and objects, such as vacuum cleaners, elevators, and even blowing air. Some even have problems or fantasies with food.

Limitation to spontaneous activity diversity: This is evident in children's repetitive movements in their verbal expressions and their interests. Kanner, however, realized that children often seemed to have a good relationship with objects revealing an amazing skill in spinning things or completing puzzles.

Good cognitive abilities: Kanner believed that the outstanding memory and skill shown in some of his cases reflected a superior intelligence, in addition to the fact that many children were considered to have severe learning disabilities.This strong impression on intelligence often observed in parents and teachers. A good memory is especially torturous - it leads everyone to form the impression that only if it turned to some practical use the child would learn well. An impression of intelligence is still given by the complete lack of obvious features in most cases of autism. Unlike children, who have many types of severe learning disabilities (eg Down syndrome), autistic children usually have a "normal" appearance. Kanner pointed out his "intelligent features".

Highly intelligent families: Kanner pointed out that all of his cases had intelligent parents, which may have facilitated the referral of their children to a specialist - so Kanner's sample is unlikely to be representative. Kanner also described parents as cold, although in his first article he was far from a psychogenic theory. On the contrary, he considers that "those in the world with an innate lack of ability to form a normal, biologically determined, emotional contact with people."The areas of speech that are particularly affected by autistic disorder, both comprehension and expression, are those that are related to the dialectical elements of speech, its prosody (tone of voice, volume, strength, intonation) 14, with its non-verbal elements (posture, distance, facial expressions etc), the factual nature of speech and its use in everyday communication practice 10

Kanner isolated only two of these key elements of autism: "excessive isolation and depressive obsession with maintaining similarity." He considered that the other symptoms are either secondary and caused by these two elements (eg communication deficiencies), or that they do not correspond to autism (eg stereotypes)12.

Symptoms

The symptoms of autism can generally be divided into "deficiencies" and "surpluses" of behavior. The shortcomings concern the main areas of development, such as 2:

Attention

avoid eye contact

distraction

minimal or excessive preoccupation with certain objects

expression of concern

Speaking

hoarseness

incomprehensible joint

inappropriate hoarseness of voice

inappropriate volume of voice

incoherent reason

repetitive speech

Social and Emotional Events

avoidance or refusal of physical contact

avoidance or refusal of social contact / communication

lack of interest in peers

general lack of interest in people

lack of initiative and response to social transactions

apathy to stimuli that cause fear

excessive fear response to stimuli that usually do not elicit a phobic response

apathy or excessive reaction to separation from the mother

apathetic or inappropriately emotional expressions

lack of empathy

Play

Peculiar use of toys abstaining from symbolic or representational play

abstention from binary or group play with peers

excessive attachment to certain games

interest in a very limited number of games

Sensory Processing

idiosyncratic processing of visual stimuli (eg plain gaze)

indifference or excessive reaction to auditory stimuli (eg does not react to a loud click, while closing his ears to the sound of the vacuum cleaner)

indifference or excessive reaction to tactile stimuli (eg apathetic pain remains, while caressing is not tolerated)

hypersensitivity to certain flavors and odors

Selective Attention to Certain Characteristics of Environmental Stimuli or Overselectivity

It tends to focus on individual characteristics of environmental stimuli, such as color or shape, resulting in processing them piecemeal rather than spherically. This fragmentary or over-selective treatment exacerbates the difficulty for the person with autism to distinguish and recognize objects or symbols and to generalize their skills with new stimuli and in new conditions5,6. For example, if he has learned to name the person depicting a photograph, he recognizes it only from that photograph. He does not realize that the person he depicts in different photos is the same. This difficulty is due to the fragmentary observation of an element  or elements of the photograph, such as the clothes of the person depicted or the landscape, instead of globally observing all the facial features that are the main stimulus for recognizing people4.

Cognitive Functions

mental retardation

unstable learning

developmental gaps in cognitive areas

learning regression

"Surpluses" in the behavior of people with autism are mainly associated with maladaptive and stereotypical reactions and can be classified into the following categories:

Dissociative Behavior

anger attacks

disobedience

aggression

self-injuries

Stereotypical Reactions

in tactile stimuli (eg visual surveillance with half-closed eyes, monitoring of objects holding and twisting them like a whirlpool)

 in speech (eg incoherent sounds or continuous phrases)

 in the smell (eg smells persistently of objects or people)

 in taste (eg holds food in the mouth for a long time) e) in touch (eg rubs fingers together)

 in motion (eg shakes his fingers, hands or feet for a long time, tightens his muscles)

rituals (eg placing objects in a straight line)

Special Abilities

excellent memory and parrot ability

high arithmetic ability

hyperlexia

dexterity in puzzles and games with complex mechanisms

Diagnosis Scales and Evaluation of Children with Autism

The use of questionnaires and scales that assess only behavioral problems as well as the limited interests and repetitive and stereotypical behavior of children with ASD is useful not only for diagnostic purposes, but because it is a guide for prioritizing the goals of therapeutic intervention. That is, we decide to start the therapeutic intervention from the most serious problems of the child and the family (that is, the problems that most affect the life of the child and his family as well as those that greatly impede learning) and then we intervene in the least serious problems (those that least affect the child's life and learning). According to the DCM-III-R we can classify the diagnostic criteria of autism into three categories: social behavior, communication and deviant behavior. In order to diagnose autism, it is necessary to add up a total of six or more "points" from the three categories mentioned above. In particular, the presence of at least two "points" from the first category and at least one point from the second and third category is necessary.

Diagnostic criteria for autism disorder by DCM-III-R.

At least eight of the following traits are present and include two traits from group A, one from group B and one from group C 1.

Note: Consider a criterion only if the behavior is abnormal to the individual's level of development.

Qualitative deficiency in mutual social interaction as manifested by the following:

(The examples in parentheses are arranged so that what is mentioned first is more likely to suit smaller or more disadvantaged individuals and the latter to larger or less disadvantaged individuals with this disorder).

Clear lack of vigilance regarding the existence or feelings of others (eg treats one person as if it were a piece of furniture, does not perceive another person's anguish, obviously does not perceive the need for others' privacy).

Lack or abnormal pursuit of relief in times of distress (eg does not seek relief even when ill, wounded or tired, seeks relief in a stereotypical way, eg says "cheese, cheese, cheese »Whenever he is injured).

Lack or inadequate imitation (eg does not shake his hand when saying "hello", does not copy the mother's activities at home, mechanical imitation of actions without content) Lack or abnormal play with others (does not actively participate in simple toys, prefers solitary play activities, engages in other children's play only as "mechanical assistance").

Clear lack of ability to make friends with peers (no interest in making friends with peers, despite the interest in making friends shows a lack of understanding of the habits that govern social transaction (for example, reads a phone book to non-interested peers).

Quality deficiency in verbal and non-verbal communication and creative imagination activities, as manifested by the following:

(The numbered features are arranged so that those presented first are more likely to apply to smaller or more disadvantaged individuals and the latter to larger or less disadvantaged individuals with this disorder).

No means of communication, such as the use of articulate communication screams, facial expressions, gestures, imitations or spoken language.

Clear abnormal non-verbal communication on topics such as a research look, facial expression, posture or gestures to start or arrange a social transaction (eg does not anticipate being held in the arms, does not bend his body when held, does not look at the person or laugh when he takes a social approach, does not shake hands with his parents or visitors, has a steady plain look at social situations).

Lack of creative imagination activity, such as playing the roles of an adult, fictional person or animal, lack of interest in fictional storytelling.

Clear abnormalities in speech production, which includes characteristics such as volume, color, agony, proportion, rhythm and tone (eg monotonous speech, question-like melody, or high color).

Clear anomalies in the form or content of speech, which includes stereotyped and repetitive use of speech (eg direct echo or mechanical repetition of TV commercials), use of "you" instead of

"I" (eg uses: "Do you want a nut?" To mean:"I want a nut"), temperamental use of words or phrases (eg uses: "Go on the green aisle" to mean: "I want to go to the cot"), or frequent irrelevant remarks (eg begins to talks about train timetables during a sports discussion).

Clearly inadequate ability to initiate or maintain a conversation with others beyond adequate speech (eg it results in long monologues that deal with a topic regardless of its connection to other topics).

Clearly limited repertoire of activities and interests:

Stereotypical body movements, e.g. hitting - twisting - knitting of the hands, strong banging of the head, complex movements of the whole body.

2.Persistent bias towards parts of objects (eg smell of objects, repetitive sensual contact with materials, rotation of toy car wheels) or attachment to unusual objects (eg insists on rotating a piece of rope).

3.Clear anxiety about changes in insignificant aspects of the environment, e.g. when a jar is moved from the usual position.

4.Reckless obsession with routines with precise detail, e.g. obsession to always and exactly follow the same shopping habit.

5.Clearly limited range of differences and a bias with a narrow interest, e.g. is interested in putting objects in order, collecting meteorological facts or pretending to be a fictional person.

Beginning during infancy or childhood:

Identify the onset of childhood (after 36 months of age).

Categories with Indicative Examples of Grading Scale Classification of Autism (CARS, Childhood Autism Rating Scale, 1988)

Because people with Autism, in addition to psychoeducational needs, have additional problems due to deviant behavior, specially weighted scales and questionnaires are particularly useful to assess the behavioral problems, anxiety, and other disorders that these individuals experience. The most well-known and widespread of these questionnaires and scales are: the Autism Behavior Checklist (ABC)3, which helps determine if a student should be referred for an autism test in the first place. , Autism Diagnostic Interview- Revised (ADI-R)8 (also used to diagnose autism) and the Childhood Autism Rating Scale (CARS)3, perhaps the most common scale for autism, used to determine the severity of symptoms. The score on this scale classifies autistic disorder as mild, moderate, and severe. CARS groups autism-related symptoms into 15 categories and each symptom is classified based on 7 scores (1, 1.5, 2, 2.5, 3, 3.5 and 4). The grade of the symptoms ranges from grade 1 (which means the manifestation of behavior at a normal level for his chronological age) to grade 4 (which means the manifestation of a symptom at a level that indicates a serious disorder). Below are the 15 categories of symptoms with examples .

Interpersonal Relationships

E.g. the grade 2.5-3 is given when the child sometimes does not perceive the presence of adults. It sometimes takes persistent effort to get his attention. Takes minimal communication initiatives.

Imitation

E.g. Grade 4 is given when the child rarely imitates sounds, words or movements, even at the urging of adults.

Emotional Manifestations

E.g. grade 1 is given when the child expresses his feelings with the quality and intensity dictated by social situations. Emotional expression is judged by the child's facial expression, posture and manners.

Movement of the Body

E.g. Grade 2 is given when the child shows minor peculiarities in movement, such as awkwardness, repetitive or uncoordinated movements and when he is very short he makes particularly unusual movements.

Use of Objects

For example, grade 4 is given when the child has little interest in toys or other objects, or uses them in very peculiar ways. Absorbs dealing with elements or parts of the game that are not important and is impressed by the reflection of light on these objects. Repeatedly shakes a part of the object or plays exclusively with a single object. When a child becomes addicted to the above reactions, it is very difficult to distract him from them.

Adaptability to Change

E.g. Grade 2 is given when the child is still engaged in the same activity or the same material, despite the efforts of an adult to distract him.

Visual Reactions

E.g. grade 1 is given, if the child has normal for his age reactions to visual stimuli. It uses its sight, like its other senses, to process new stimuli.

Acoustic Reactions

E.g. grade 3 is given when the child's reactions to auditory stimuli vary. The child sometimes systematically ignores some sounds and other times, scares and closes his ears if he hears normal sounds of the environment.

Reactions related to Taste, Smell and Touch

E.g. grade 2 is given when the child insists on putting in his mouth, smelling or trying to eat non-edible objects. The same degree is given when he is either completely ignorant or overly intolerant of mild pain, for which the average child would simply show little discomfort.

Stress Reactions

E.g. Grade 4 is given when the child repeatedly shows phobias about situations and objects that are harmless, while it is very difficult to alleviate his fear. The child may expose himself to dangers that children his age have learned to avoid.

11 Verbal Communication

For example, grade 4 is given when the child does not use communication language. It can make babies cry,strange sounds that sound like animal cries, complex noisy sounds that characterize articulated words or phrases in a repetitive and strange way.

Non-Verbal Communication

E.g. grade 3 is given when the child can not express his needs and desires using ways of non-verbal communication and does not understand the expressive communication expressions of others.

Mobility Level

E.g. Grade 1 is given when the child shows no deviation from children of his age in motor activities. The child does not show hyperactivity or hyperactivity in relation to children of his age.

Level of Stability in Cognitive Skills

E.g. Grade 3 is given when the child in general does not have the same cognitive skills as children of his age, but in one or two areas shows normal development.

15 General Impressions

The score ranges from 1 (the child does not show symptoms of autism) to 4 (the child has many symptoms or autism in severe form).

[suppuration]

i just still can't believe i've been having kidney stones for fifteen years now, and this is the first time anyone is telling me my chronic renal colic has only been due to them 2% of that time frame

i have been staring off screaming internally

i can't stop thinking about the dr. yiff comic

except he really is a dr. it's just the hundred or so other dr's i have seen all these years have not taken a step back and looked at the scope of my symptoms. they've looked for something to blame and dismissed the rest, instead of something to explain what's apparently a comorbidity 101

[aropride]

Where do you get most of your autism info?

oo good question,, tbh a lot of stuff i just know cuz my both my brothers are diagnosed + my best friend growing up has it, so a lot of stuff i just kinda absorbed over the years from my family + friends. usually with factchecking that stuff i just google it and scan a couple sites that look trustworthy to see if it's something that seems widely agreed on or not before i say it conclusively

for specific online sources, i know the autism self advocacy network has a lot of good info, and embrace autism is also good. also spectrumnews.org and autistic women and nonbinary network <- these r all as far as i know but also i havent done like, a full background check on all of them so i might be incorrect

i think the main thing is double checking anything from social media or any article/news story/whatever with big red flags- it definitely varies and most of these things arent like, 100% indicators that something is wrong, more that the source might be biased or ableist or just outdated. but for me big red flags are -> allistic writer/speaker insisting on person-first language (tho thats still very common in psych spaces unfortunately), calling autism a "disease"/"epidemic" or saying it needs to be cured, the puzzle piece logo and "light it up blue" (red instead is the alternative movement for that, it's for autism Acceptance rather than awareness which is the movement with weird ableist undertones (overtones?)), that sort of thing. also checking for things written by autistic people or with imput from autistic people

also academic papers can be super dense (and somewhat ableist tbh) but they also have good information sometimes, so again just checking and seeing if there's other sources for stuff & if those look reputable

+ id say just in general be especially careful with stuff on social media bc ppl will Lie or misinterpret stuff or misremember or whatever and misinformation gets spread very very quickly . but also community is nice & can be incredibly helpful so it's difficult to completely disavow it yknow .

but yeah a lot of stuff ive learned from my family & friends over the years, and dont have super good specific sources for learning that sort of thing other than just hanging out with autistic people and absorbing stuff via osmosis HAHA but i hope some of that helps :}

[princessnijireiki]

shout out to my #health tag, salute to a brave soldier, you have served me well 💖

[companionwolf]

Got re-diagnosed as OSDD (1B), DP/DR, and PTSD. The difference between DID v OSDD means very little in terms of my therapy though; feeling content with just calling it 'a complex dissociative disorder' instead of pinpointing a diagnostic label rn (given that the psychological testing I did told me DID)-- it's basically been confirmed 3 times I Am Dissociative Man, but exactly what it is (DID v OSDD) isn't solid and honestly doesn't really matter.

[sparatus]

puffs cigarette. im putting everyone who insists garrus is autistic-coded in a saw trap and they have 5 minutes to explain why they think so, using actual canon not just fanon, without stereotyping autistic people or the trap goes off. also i am sitting in the room with a gun and if they list either false evidence or false symptoms i shoot the trap to make it go faster