DSM-IV Diagnosis in the Schools, Revised Edition

by House, Alvin E.

• ISBN13: 9781572307599
• ISBN10: 1572307595
• Edition: Revised
• Format: Hardcover
• Copyright: 2002-01-11
• Publisher: The Guilford Press

Summary

Illinois State Univ, Normal. Revised succinct overview of the principles of diagnostic classification used by the DSM-IV. Topics include updated items such as, revisions in the ECD-9-CM, publications of the 1997 Amendments to the Individuals with Disabilities Act, and DSM-IV-TR in 1999. For practitioners.

Author Biography

Alvin E. House, PhD, is a clinical psychologist whose professional practice focuses on applying assessment results in school, vocational, medical, and forensic consultations. Associate Professor of Psychology at Illinois State University, he teaches graduate-level courses in mental health diagnosis, psychological assessment, and psychopathology. He is the coauthor of a manual on observational assessment of children and has published numerous articles and chapters on intellectual, personality, and neuropsychological testing.

Table of Contents

Introduction: Purposes and Features of This Book	p. 1
What This Book Is--and Is Not--Intended to Do	p. 1
A Guide to Stylistic Conventions in This Book	p. 3
The Four Types of Notes and Their Purposes	p. 4
2002 Updates: IDEA 1997 and DSM-IV-TR	p. 5
Diagnostic Issues and the Use of DSM-IV	p. 7
Psychiatric Diagnosis: Issues for School Psychologists	p. 9
The Emergence of Psychiatric Diagnosis as a Task in School Settings	p. 9
Psychiatric Classification and Its Role in School Settings	p. 10
Developmental Features to Consider in Diagnosing Children and Adolescents	p. 12
An Overview of the DSM-IV Diagnostic System	p. 14
Basic Definitions of Mental Disorders and Other Conditions	p. 14
Multiaxial Classification	p. 18
Precedence of Diagnoses: Diagnostic Conventions, Hierarchies, and Multiple Diagnoses	p. 26
Child and Adolescent Mental Health and DSM-IV	p. 28
Learning to Use DSM-IV	p. 31
Categorical Classification	p. 31
Differential Diagnosis	p. 32
Ordering of Diagnoses	p. 33
Degree of Diagnostic Confidence	p. 34
How to Record Diagnoses	p. 35
Interpretation of Diagnostic Impressions from Other Sources	p. 36
Guidelines for Evaluation of Presenting Problems	p. 39
Disruptive Behavior Symptoms (Externalizing Problems)	p. 41
Overview	p. 41
Differential Diagnosis	p. 45
Specific Behavior Patterns	p. 48
Emotional Symptoms (Internalizing Problems)	p. 60
Anxiety Problems	p. 60
Mood Problems	p. 77
Other Internalizing Problems	p. 89
Substance-Related Problems, Other "Addictive" Behaviors, and Harmful Environmental Effects	p. 102
Substance-Related Problems	p. 102
Other "Addictive" Behaviors	p. 109
Harmful Environmental Effects	p. 111
Highly Focused Symptom Patterns	p. 114
Eating Problems	p. 114
Tic Disorders	p. 119
Elimination Disorders	p. 120
Miscellaneous Symptom Patterns	p. 121
Sexual and Gender Identity Disorders	p. 122
Sleep Disorders	p. 123
Problems with Mental Ability, Learning, Communication, and Cognition	p. 125
Overview	p. 125
Mental Retardation and Related Problems	p. 126
Learning Disorders and Related Problems	p. 134
Communication Disorders	p. 141
Cognitive Problems	p. 144
Highly Atypical Symptom Patterns: Pervasive Developmental Disorders and Psychoses	p. 148
Overview	p. 148
Pervasive Developmental Disorders	p. 149
Psychoses	p. 154
Personality Disorders	p. 163
Diagnosing Personality Disorders in Youth: Controversy and Cautions	p. 163
Other Cautions about Diagnosing Personality Disorders	p. 165
Cluster A (Odd-Eccentric) Personality Disorders	p. 166
Cluster B (Dramatic-Emotional) Personality Disorders	p. 168
Cluster C (Anxious-Fearful) Personality Disorders	p. 170
Residual Cases	p. 171
Additional Codes and Categories	p. 172
Broader-Band Residual Categories	p. 172
No Diagnosis/Diagnosis Deferred Categories	p. 173
Appendix B: Proposed Categories and Axes	p. 174
The Application of DSM-IV in School Settings: Issues and Topics	p. 177
Ethics and Professional Responsibility in Evaluation	p. 179
The Role of the School Psychologist in Mental Health Assessment	p. 179
Best-Practice Recommendations for School Psychologists Regarding Diagnosis	p. 182
The Case Record: Data and Supporting Documentation for Diagnosis	p. 183
Confidentiality, Freedom of Information, and Parents' and Children's Rights	p. 183
Maintenance of Records	p. 184
Seeking Reimbursement for Assessment and Diagnosis within School Settings	p. 186
Physicians' Current Procedural Terminology Codes	p. 186
"Medical Necessity" as a Criterion	p. 188
Ethical and Professional Responsibilities in Billing	p. 190
Diagnostic Disagreement	p. 192
DSM-IV and the Individuals with Disabilities Education Act	p. 194
Concerns about DSM-IV	p. 197
Concerns about Psychiatric Classification in General	p. 198
Concerns about DSM-IV's Overall Conceptualization and Structure	p. 200
Specific Concerns about DSM-IV	p. 201
Concluding Remarks	p. 203
References	p. 205
Index	p. 225
2002 Updates: IDEA 1997 and DSM-IV-TR	p. 231
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