DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.
|
|
- Dustin Goodwin
- 8 years ago
- Views:
Transcription
1 DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.
2 Introduction Lifespan approach to diagnosis Diagnoses occurring in children a presented earlier in the DSM-V The mediating effect of culture on symptom variability is more explicitly discussed Nonaxial documentation of diagnoses NOS Not Elsewhere Classified Living document
3 Intellectual Disability Previously mental retardation Continue to be 3 criteria that must be met Deficits in intellectual functioning Deficits in adaptive functioning Onset during developmental period
4 Intellectual Disability Deficits in Intellectual Functioning DSM-IV - defined as significantly subaverage intellectual functioning as an IQ of about 70 or below DSM-5 - needs to be supported by both an individual standardized IQ test and clinical assessment DSM-5 also broadens the definition of intelligence, a specific IQ score criteria is not offered
5 Intellectual Disability Deficits in Adaptive Functioning DSM-5 defines adaptive functioning in 3 domains (conceptual, social, and practical) as compared to the 11 areas (2 areas requiring deficits) in DSM-IV
6 Intellectual Disability Still have levels of severity (mild, moderate, severe, profound) DSM-IV - based on IQ score DSM-5 - based on adaptive behavior and provides detailed descriptions of what each level looks like and how they affect functioning in various settings (i. e., how preschool, school-age, adolescents are affected)
7 Intellectual Disability Rationale for Changes Encourage more comprehensive assessments Encourages clinician to consider what supports are needed to normalize an individual s life to the extent it is possible
8 Intellectual Disability Implications for Us Important to keep in mind that while criteria are similar, IDEA has additional criterion of requiring documentation of an adverse effect on academic functioning Emphasis on adaptive functioning may mean school psychologists and other education professionals will have greater role in clinical diagnosis
9 Communication Disorders Language Disorder Combines Expressive and Mixed Receptive-Expressive Language Disorders from DSM-IV Difficulty in acquisition and use of language across modalities (spoken, written, sign language, etc.) Speech Sound Disorder Phonological Disorder in DSM-IV Difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication
10 Communication Disorders Childhood-onset fluency disorder Formerly Stuttering in DSM-IV Disturbances in normal fluency and time patterning of speech...causes anxiety about speaking Social (pragmatic) communication disorder New in DSM-5 Many who met DSM-IV criteria for PDD-NOS may now meet criteria for Social (Pragmatic) Communication Disorder in DSM-5
11 Communication Disorders DSM-5 Criteria: Social (Pragmatic) Disorder Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following: Deficits in using communication for social purposes Impairment of the ability to change communication to match context or the needs of the listener Difficulty following rules for conversation or storytelling Difficulty understanding what is not explicitly stated and nonliteral or ambiguous meanings of language
12 Communication Disorders DSM-5 Criteria: Social (Pragmatic) Disorder Results in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance Onset in early developmental period Symptoms not attributable to another condition, and are not better explained by ASD, ID, or Global Developmental Delay
13 Communication Disorders: Rationale for Changes Overarching, theoretical umbrella Social (Pragmatic) Communication Disorder More accurate diagnosis Many were just lumped under PDD-NOS Now, unique needs can be met
14 Communication Disorders: Implications for Us Interpretation of outside reports ASD vs. Social (Pragmatic) Communication Disorder ASD must be ruled out before Social (Pragmatic) Communication Disorder can be diagnosed Collaboration with SLPs
15 Specific Learning Disorder Previously: Now: Reading Disorder Mathematics Disorder Disorder of Written Learning Disorder NOS Learning Disorder - person has shortcomings in general academic skills w/ specificers (e.g., reading) Dyslexia and dyscalculia definitions were too variable
16 Specific Learning Disorder Diagnosis of SLD should consist of a clinical review of the person s history Medical history Test scores Teacher observations Response to academic interventions
17 Specific Learning Disorder Rationale: Learning disabilities typically co-occur with one another across content areas. Making the definition more general will reduced the number of children that go undiagnosed. A deficit in reading, for example, is a symptom of a larger disturbance.
18 Specific Learning Disorder What it means for us More referrals (maybe)! Need for increased collaboration with medical professionals
19 Motor Disorders General changes Removed - there was never a no-tic period of more than three months Added - the tics may wax and wane in frequency but have persisted for more than a year [except for Provisional Tic Disorder] Tic criteria have been standardized across all tic disorders
20 Motor Disorders Provisional Tic Disorder Formally - Transient Tic Disorder Stereotypic Movement Disorder Specifiers Self-injurious Severity Association with another condition Differentiated from Body-Focused Repetitive Behavior Disorders Associated with OCD
21 Motor Disorders What it means for us Context-dependent tic disorders? Stereotypic and anxiety-related behaviors Intervention
22 Autism Spectrum Disorder Autism spectrum disorder is a new DSM-5 name. It was determined that four previously separate disorders are actually a single condition with different levels of symptom severity in two core domains.
23 ASD now encompasses the previous DSM-IV autistic disorder (autism), Asperger s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified
24 ASD is characterized by 1) deficits in social communication and social interaction 2) restricted repetitive behaviors, interests, and activities (RRBs) Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present.
25 People with ASD tend to have communication deficits: responding inappropriately in conversations misreading nonverbal interactions having difficulty building friendships appropriate to their age. In addition, people with ASD may be: overly dependent on routines highly sensitive to changes in their environment intensely focused on inappropriate items
26 Under the DSM-5 criteria, individuals with ASD must show symptoms from early childhood. This criteria change encourages earlier diagnosis of ASD but also allows people whose symptoms may not be fully recognized until social demands exceed their capacity to receive the diagnosis. It is an important change from DSM-IV criteria, which was geared toward identifying schoolaged children with autism-related disorders, but not as useful in diagnosing younger children.
27 Attention-Deficit/Hyperactivity Disorder The diagnostic criteria for attentiondeficit/hyperactivity disorder (ADHD) in DSM-5 are similar to those in DSM-IV. The same 18 symptoms are used as in DSM-IV, and continue to be divided into two symptom domains (inattention and hyperactivity/impulsivity), of which at least six symptoms in one domain are required for diagnosis.
28 ADHD is characterized by a pattern of behavior, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviors like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations.
29 1) Examples have been added to the criterion items to facilitate application across the lifespan. 2) The cross-situational requirement has been strengthened to several symptoms in each setting. 3) The onset criterion has been changed from symptoms that caused impairment were present before age 7 years to several inattentive or hyperactive-impulsive symptoms were present prior to age 12. 4) Subtypes have been replaced with presentation specifiers that map directly to the prior subtypes. 5) A comorbid diagnosis with autism spectrum disorder is now allowed. 6) A symptom threshold change has been made for adults, to reflect their substantial evidence of clinically significant ADHD impairment, with the cutoff for ADHD of five symptoms, instead of six required for younger persons, both for inattention and for hyperactivity and impulsivity. 7) ADHD was placed in the neurodevelopmental disorders chapter to reflect brain developmental correlates with ADHD and the DSM-5 decision to eliminate the DSM-IV chapter that includes all diagnoses usually first made in infancy, childhood, or adolescence.
30 Conclusion NASP says While DSM should not direct our actions, it absolutely should direct our attention Questions?
Deconstructing the DSM-5 By Jason H. King
Deconstructing the DSM-5 By Jason H. King Assessment and diagnosis of autism spectrum disorder For this month s topic, I am excited to share my recent experience using the fifth edition of the Diagnostic
More informationUCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5. Week 3:Attention Deficit Hyperactivity Disorder
UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5 Week 3:Attention Deficit Hyperactivity Disorder ADHD:Epidemiology Point Prevalence 2-18% M:F>= 2:1 ADHD Symptoms Cognitive (attention) Impulsivity
More informationDSM-5 to ICD-9 Crosswalk for Psychiatric Disorders
DSM-5 to ICD-9 Crosswalk for Psychiatric s The crosswalk found on the pages below contains codes or descriptions that have changed in the DSM-5 from the DSM-IV TR. DSM-5 to ICD-9 crosswalk is available
More informationFact Sheet 10 DSM-5 and Autism Spectrum Disorder
Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that
More informationMarc J. Tassé, PhD Nisonger Center UCEDD The Ohio State University Marc.Tasse@osumc.edu
AND ICD-11 11: POSSIBLE IMPLICATIONS FOR INTELLECTUAL DISABILITY AND AUTISM SPECTRUM DISORDER DSM-5: Diagnostic Criteria for Intellectual Disability Marc J. Tassé, PhD UCEDD The Ohio State University Marc.Tasse@osumc.edu
More informationDocumentation Requirements ADHD
Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task
More informationADEPT Glossary of Key Terms
ADEPT Glossary of Key Terms A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill,
More informationCrosswalk to DSM-IV-TR
Crosswalk to DSM-IV-TR Note: This Crosswalk includes only those codes most frequently found on existing CDERs. It does not include all of the codes listed in the DSM-IV-TR nor does it include all codes
More informationFact Sheet: Asperger s Disorder
Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young
More informationCategories of Exceptionality and Definitions
7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents
More informationAutistic Disorder Asperger s Disorder Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)
Medical Policy Manual Topic: Applied Behavior Analysis for the Treatment of Autism Spectrum Disorder Date of Origin: January 2012 Section: Behavioral Health Last Reviewed Date: January 2015 Policy No:
More informationFor more than 100 years, extremely hyperactive
8 WHAT WE KNOW ADHD Predominantly Inattentive Type For more than 100 years, extremely hyperactive children have been recognized as having behavioral problems. In the 1970s, doctors recognized that those
More informationSpecial Education Coding Criteria 2014/2015. ECS to Grade 12 Mild/Moderate Gifted and Talented Severe
Special Education Coding Criteria 2014/2015 Mild/Moderate Gifted and Talented Severe Special Education Coding Criteria 2014/2015 ISBN 978-1-4601-1902-0 (Print) ISBN 978-1-4601-1903-7 (PDF) ISSN 1911-4311
More informationAutism and Intellectual Disabilities
Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)
More informationAutism Spectrum Disorder in DSM-5. Brian Reichow reichow@uchc.edu
Autism Spectrum Disorder in DSM-5 Brian Reichow reichow@uchc.edu Disclosure / Conflict of Interest Have no conflict of interest with any portion of today s talk. -Do receive royalties from lectures and
More informationAUTISM SPECTRUM DISORDERS
AUTISM SPECTRUM DISORDERS JAGWINDER SANDHU, MD CHILD, ADOLESCENT AND ADULT PSYCHIATRIST 194 N HARRISON STREET PRINCETON, NJ 08540 PH: 609 751 6607 Staff Psychiatrist Carrier clinic Belle Mead NJ What is
More informationNeuropsychological Services at CARD
Neuropsychological Services at CARD Objectives Who are we? What do we do? Why do providers refer to us? Case Example Who We Are Neuropsychologists: Rebecca Vaurio, Ph.D.; Renee Folsom, Ph.D., Garland Jones,
More informationAutism Spectrum Disorder. MAPA Fall Meeting October 9, 2015 Rebecca Klisz-Hulbert, M.D. Assistant Professor
Autism Spectrum Disorder MAPA Fall Meeting October 9, 2015 Rebecca Klisz-Hulbert, M.D. Assistant Professor Learning Objectives Understand the core symptoms that comprise autism spectrum disorder Understand
More information3030. Eligibility Criteria.
3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department
More informationAutism Spectrum Disorders Diagnosis. March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center
Autism Spectrum Disorders Diagnosis March 9, 2009 LEND Training Program Allison D. Brooks, Ph.D. University of Washington Autism Center Autism Spectrum Disorders Communication Social Restricted/ Repetitive
More informationThe Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1)
The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained
More informationChapter 4: Eligibility Categories
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
More informationWhat School Psychologists Need to Know About DSM 5. Disclaimer. Overview. DSM 5 June 12, 2014. This workshop is not designed to train you on how to
What School Psychologists Need to Know About DSM 5 Stephen E. Brock, Ph.D., NCSP California State University, Sacramento & Shelley Hart, Ph.D., NCSP Johns Hopkins University Disclaimer This workshop is
More informationMinnesota DC:0-3R Crosswalk to ICD Codes
Minnesota DC:0-3R Crosswalk to ICD DC 0-3R 0 Post-Traumatic Stress (this diagnosis must be considered first according to the DC:0-3R decision tree) 150 Deprivation/Maltreatment 200 of Affect 2 Prolonged
More informationAUTISM SPECTRUM DISORDER TREATMENTS
AUTISM SPECTRUM DISORDER TREATMENTS Coverage for services, procedures, medical devices and drugs are dependent upon benefit eligibility as outlined in the member's specific benefit plan. This Medical Coverage
More informationSmart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum
Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Ilene Solomon, Ph.D., Spectrum Services The decision to have a child or adolescent
More informationADD and/or ADHD Verification Form
ADD and/or ADHD Verification Form Disability Services for Students (DSS) provides academic services and accommodations for students with diagnosed disabilities. The documentation provided regarding the
More informationAutism Assessment. Asperger s Disorder is High Functioning Autism. Diagnostic Reliability. Susan D. Mayes, PhD A - 2
Susan D. Mayes, PhD Professor Penn State College of Medicine School Psychologist Problems with social interaction Perseveration Somatosensory disturbance Atypical communication and development Mood disturbance
More informationEligibility for DD Services and the SIB-R
Eligibility for DD Services and the SIB-R For adults and children with intellectual and related developmental disabilities Stacy Waldron, PhD (With assistance from Monique Marrow, PhD and Meredith Griffith,
More information43 243.1. Criteria for Entry into Programs of Special Education for Students with Disabilities
Document No. STATE BOARD OF EDUCATION CHAPTER 43 Statutory Authority: Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004) 43 243.1. Criteria for Entry into Programs
More informationDistrict 196 - Rosemount/Apple Valley/Eagan Revised May 2006 Special Education Department QUICK GUIDE OF EDUCATIONAL DISABILITIES
Autism Spectrum Asperger s Pervasive Developmental (PDD) Rett s An uneven developmental profile and a pattern of qualitative impairments in 2 or 3 areas of development: social interaction, communication
More informationRegister of Students with Severe Disabilities
Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria
More informationApplied Behavior Analysis Therapy for Treatment of Autism Spectrum Disorder
Applied Behavior Analysis Therapy for Treatment of Autism Spectrum Disorder Policy Number: Original Effective Date: MM.12.022 01/01/2016 Line(s) of Business: Current Effective Date: HMO; PPO; QUEST Integration
More informationDSM-5: A Comprehensive Overview
1) The original DSM was published in a) 1942 b) 1952 c) 1962 d) 1972 DSM-5: A Comprehensive Overview 2) The DSM provides all the following EXCEPT a) Guidelines for the treatment of identified disorders
More informationUpcoming changes to autism spectrum disorder: evaluating DSM-5
Upcoming changes to autism spectrum disorder: evaluating DSM-5 ASD disease entity What is ASD? Aims of the talk What changes will be made to the definition of ASD with the publication of DSM-5? Are these
More informationDocumentation Guidelines for ADD/ADHD
Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association
More informationPolicy for Documentation
Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified
More informationDISABILITY-RELATED DEFINITIONS
DISABILITY-RELATED DEFINITIONS 1. The Americans with Disabilities Act (ADA) of 1990 is a civil rights law, which makes it unlawful to discriminate on the basis of disability. It covers employment in the
More informationSPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014
SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 TODAY S OBJECTIVES To provide an overview regarding: Child Study Team general procedures to include
More informationEducation Adjustment Program (EAP) Handbook
Education Adjustment Program (EAP) Handbook Current as at September 2015 The State of Queensland (2015) This document is licensed under CC-BY 4.0, with the exception of the government coat of arms, logos
More informationMEDICAL POLICY SUBJECT: APPLIED BEHAVIOR ANALYSIS FOR THE TREATMENT OF AUTISM SPECTRUM DISORDERS
MEDICAL POLICY SUBJECT: APPLIED BEHAVIOR ANALYSIS FOR PAGE: 1 OF: 7 If a product excludes coverage for a service, it is not covered, and medical policy criteria do not apply. If a commercial product covers
More informationADHD DSM Criteria and Evidence-based Treatments
ADHD DSM Criteria and Evidence-based Treatments DSM-5 Criteria for ADHD A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes With functioning or development, as characterized
More informationClinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder
Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder AACAP Official Action: OUTLINE OF PRACTICE PARAMETERS FOR THE ASSESSMENT AND TREATMENT OF CHILDREN, ADOLESCENTS, AND ADULTS WITH ADHD
More informationSpecial Education Coding Criteria 2012/2013. ECS to Grade 12 Mild/Moderate (including Gifted and Talented) Severe
Special Education Coding Criteria 2012/2013 ECS to Grade 12 Mild/Moderate (including Gifted and Talented) Severe Special Education Coding Criteria 2012/2013 ISSN 1911-4311 Additional copies of this handbook
More informationMedical Policy Original Effective Date: 07-22-09 Revised Date: 01-27-16 Page 1 of 5
Disclaimer Medical Policy Page 1 of 5 Refer to the member s specific benefit plan and Schedule of Benefits to determine coverage. This may not be a benefit on all plans or the plan may have broader or
More informationADHDInitiative. The Vermont A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS
The Vermont ADHDInitiative A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS ACKNOWLEDGEMENTS: This work and its resulting improvements in the care provided
More informationTourette syndrome and co-morbidity
Tourette syndrome and co-morbidity Nanette M.M. Mol Debes, M.D., Ph.D. Tourette clinic, Herlev University Hospital, Denmark Outline of presentation Research project Herlev University Hospital Denmark Prevalence
More information160-4-7-.05 ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY.
Code: IDDF (5) 160-4-7-.05 DETERMINATION AND CATEGORIES OF. (1) DEFINITIONS. A child or youth from 3 through 21 years of age is considered to have a disability under the Individuals with Disabilities Education
More informationSupporting Students with ADHD
Supporting Students with ADHD A Teacher s Resource Guide By Diana Jurist Assistive Technology Graduate Student barisong@hotmail.com djurist@gmu.edu What is ADHD? Attention-deficit/hyperactivity disorder
More informationDiagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (APA, 2001) 10
5. Diagnosis Questions to be answered: 5.1. What are the diagnostic criteria for ADHD in children and adolescents? 5.2. How is ADHD diagnosed in children and adolescents? Who must diagnose it? 5.3. Which
More informationMCPS Special Education Parent Summit
MCPS Special Education Parent Summit May 17, 2014 Rockville High School 2100 Baltimore Road Rockville, MD 20851 When ADHD Is Not ADHD: ADHD Look-Alikes and Co-occurring Disorders David W. Holdefer MCPS
More informationAutism Spectrum Disorder: Diagnostic Considerations
Chapter 2 Autism Spectrum Disorder: Diagnostic Considerations Goerge M. Realmuto Abstract DSM-5 is a departure from previous diagnostic formats. Changes in emphasis are to be found in the salience of selected
More informationASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS
ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What
More informationGuidelines for Documentation of a A. Learning Disability
Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who
More informationGuidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults
Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright
More informationHow To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationSpecial Education Program Descriptions School-Based Program Delivery Model
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
More informationROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER
ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering
More informationPervasive Developmental Disorders: Understanding the Spectrum and Long Term Prognosis
Pervasive Developmental Disorders: Understanding the Spectrum and Long Term Prognosis ACLI Medical Section Annual Meeting 2010 Nhung T. Tran, MD, FAAP UTHSCSA Developmental-Behavioral Pediatrics Objectives
More informationSI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability
SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability Leslie Salazar Armbruster, M.S., CCC-SLP Judy Rudebusch, EdD, CCC-SLP Host: Region 10 ESC Introduction ~ Resources
More informationValueOptions Autism Care Management Product. Bryan Davey, PhD, BCBA-D Christopher Dennis, MD, MBA, ValueOptions Chief Medical Officer
ValueOptions Autism Care Management Product Bryan Davey, PhD, BCBA-D Christopher Dennis, MD, MBA, ValueOptions Chief Medical Officer Autism Spectrum Disorders Background 2 Autism Spectrum Disorders within
More informationOverview of DSM-5 Changes. Christopher K. Varley, MD
Overview of DSM-5 Changes Christopher K. Varley, MD Disclosure to Audience No one involved in the planning or presentation of this activity has any relevant financial relationships with a commercial interest
More informationComponents of an Effective Evaluation for Autism Spectrum Disorder
Components of an Effective Evaluation for Autism Spectrum Disorder Lara M. Mattox, Ph.D. Clinical Psychologist Tulsa Developmental Pediatrics & Center for Family Psychology Why is Evaluation Important??
More informationHelping children with autism: Evidence-based assessment and treatment a guide for health professionals
Helping children with autism: Evidence-based assessment and treatment a guide for health professionals Contents What is autism spectrum disorder (ASD)? 2 Features of ASD 4 An interdisciplinary approach
More informationAPPENDIX A GLOSSARY OF TERMS AND ABBREVIATIONS
APPENDIX A GLOSSARY OF TERMS AND ABBREVIATIONS GLOSSARY OF TERMS AND ABBREVIATIONS Special Education Terms/Legal Terms Annual Goals Educational performance to be achieved by a student within one year.
More informationDevelopmental Disabilities
RIGHTS UNDER THE LAN TERMAN ACT Developmental Disabilities Chapter 2 This chapter explains: - What developmental disabilities are, - Who is eligible for regional center services, and - How to show the
More informationAccommodations STUDENTS WITH DISABILTITES SERVICES
Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities
More informationRecommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities
LEARNING DISABILITIES ASSOCIATION OF ONTARIO Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities Diagnosis of Learning Disabilities Accurate diagnosis of learning
More informationAn overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism
An overview of Intellectual Developmental Disability Functioning levels of Mental Retardation/Intellectual Disability Autism Intellectual/Developmental Disability (IDD) - indicates an overall intellectual
More informationADHD. & Coexisting Disorders in Children
ADHD & Coexisting Disorders in Children ADHD AND CHILDREN Attention-deficit/hyperactivity disorder (ADHD) is a recognized medical condition that often requires medical intervention. Establishing a diagnosis
More informationETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults
ETS Policy Statement for Documentation of Intellectual Disabilities in Adolescents and Adults First Edition 2013 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 2013 ETS All
More informationCIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS
Circular SP.ED 08/02 CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS Applications for full-time or part-time resource teacher support to address the special education needs
More informationIs There a Difference Between Asperger's Syndrome and High Functioning Autism? Dr Tony Attwood
Is There a Difference Between Asperger's Syndrome and High Functioning Autism? Dr Tony Attwood We have been exploring the nature of autism, as described by Leo Kanner, for nearly 60 years. He described
More informationDr. Varunee Mekareeya, M.D., FRCPsychT. Attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder Dr. Varunee Mekareeya, M.D., FRCPsychT Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. At least half
More informationTHE DIAGNOSTIC PROCESS FOR CHILDREN, ADOLESCENTS AND ADULTS REFERRED FOR ASSESSMENT OF AUTISM SPECTRUM DISORDERS
THE DIAGNOSTIC PROCESS FOR CHILDREN, ADOLESCENTS AND ADULTS REFERRED FOR ASSESSMENT OF AUTISM SPECTRUM DISORDERS Assessment Providers Version 1 1 Guidelines and standards for service provision in Victoria
More informationWelcome New Employees. Clinical Aspects of Mental Health, Developmental Disabilities, Addictive Diseases & Co-Occurring Disorders
Welcome New Employees Clinical Aspects of Mental Health, Developmental Disabilities, Addictive Diseases & Co-Occurring Disorders After this presentation, you will be able to: Understand the term Serious
More informationThe Diagnostic Process for Children, Adolescents and Adults referred for Assessment of Autism Spectrum Disorders
Amaze (Autism Victoria) The Diagnostic Process for Children, Adolescents and Adults referred for Assessment of Autism Spectrum Disorders Assessment Providers Version 1 1 Guidelines and standards for service
More informationAttachment 5 Arizona s Crosswalk for DC: 0-3R, DSM-IV-TR and ICD-10-CM 1
Arizona Department of Health Services/Division of Behavioral Health Services Practice Tool, Working with the Birth to Five Population Attachment 5 Arizona s Crosswalk for DC: 0-3R, DSM-IV-TR and ICD-10-CM
More informationSPECIFIC LEARNING DISABILITIES (SLD)
Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder
More informationUNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH
Teacher Workshop Curriculum UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH Written by Meg Sullivan, MD with help from Marina Catallozzi, MD, Pam Haller MDiv, MPH, and Erica Gibson, MD UNDERSTANDING AND
More informationDSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D.
DSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D. GOALS Learn DSM 5 criteria for DMDD Understand the theoretical background of DMDD Discuss background, pathophysiology and treatment
More informationLearning Disabilities, Behavioral/Emotional Disorders, and Other Brain Disorders: What We Know
Learning Disabilities, Behavioral/Emotional Disorders, and Other Brain Disorders: What We Know by Ted Schettler, MD There are many ways that something can go awry in the brain, which can impair our ability
More informationConduct Disorder: Treatment Recommendations. For Vermont Youth. From the. State Interagency Team
Conduct Disorder: Treatment Recommendations For Vermont Youth From the State Interagency Team By Bill McMains, Medical Director, Vermont DDMHS Alice Maynard, Mental Health Quality Management Chief, Vermont
More information65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets
65G-4.014 Eligibility for Agency Services Definitions. (1) Autism means any condition which is part of the autism spectrum disorder and which meets the requirements of Florida Statute 393.063, which are
More informationApplied Behavioral Analysis (Lovaas Therapy)*
Subject: Applied Behavioral Analysis (Lovaas Therapy)* Updated: October 27, 2009 Department(s): Utilization Management Policy: Objective: Applied Behavioral Analysis (ABA), also known as Lovaas therapy,
More informationWhat is Asperger s Syndrome?
What is Asperger s Syndrome? Assessment Service What is Asperger s Syndrome? Asperger s Syndrome (AS) is a newly recognised neurological disorder. Although the disorder was identified in 1944 by Hans Asperger
More informationDifferentiating between Mental Retardation/ Developmental Disability and Mental Illness
Differentiating between Mental Retardation/ Developmental Disability and Mental Illness 1 Medicaid RSPMI service codes do not cover services addressing Mental Retardation and Developmental Disabilities.
More informationASSESSMENT OF AUTISM SPECTRUM DISORDERS. Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo
ASSESSMENT OF AUTISM SPECTRUM DISORDERS Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo Overview Autism Spectrum Disorders Evidenced Based Assessment
More informationAssessing Adaptive Behavior in Young Children. Gloria Maccow, Ph.D. Assessment Training Consultant
Assessing Adaptive Behavior in Young Children Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Describe adaptive behavior and the adaptive skills typically demonstrated by young children;
More informationDSM-5 Changes in Intellectual Disabilities and Mental Health Disorders. Maria Quintero, Ph.D., FAAIDD MHMRA of Harris County June 2013
DSM-5 Changes in Intellectual Disabilities and Mental Health Disorders Maria Quintero, Ph.D., FAAIDD MHMRA of Harris County June 2013 Disclosure to Participants Requirements for Successful Completion of
More informationThe core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are excessive and long-term and
Attention Deficit Hyperactivity Disorder What is Attention Deficit Hyperactivity Disorder? The core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are
More informationApplied Behavioral Analysis Therapy (ABA)
Applied Behavioral Analysis Therapy (ABA) For all Group Health plans with a benefit (except Microsoft) ABA requires preauthorization for initial and continued therapy. Specific coverage may be defined
More informationTHE IEP PROCESS NEEDS YOU
THE IEP PROCESS NEEDS YOU A Parents Guide A publication of the LAUSD Division of Special Education My Records Notebook Child s Name: Date of Birth Parent(s) or Legal Guardian(s): Address: City: State:
More informationA-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching.
A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill, the antecedents include
More informationComprehensive Special Education Plan. Programs and Services for Students with Disabilities
Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively
More informationDyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh
Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh Let s Read! Reading and Print Disabilities in Young People Tallinn, Estonia. August 7 9, 2012 Key message
More informationSpecial Education Process
Special Education Process Special education is intended to provide services to students who have disabilities, and who, because of those disabilities, need help to make progress in the general education
More informationA Brief Parent Guide on Autism Spectrum Disorders (ASD)
A Brief Parent Guide on Autism Spectrum Disorders (ASD) Information for Parents of School-Age Children Introduction If you are the parent or caregiver of a school-age child who has been diagnosed with
More informationWhat is ADHD/ADD and Do I Have It?
What is ADHD/ADD and Do I Have It? ADHD Definition and Symptoms Adults with ADHD Possible Coexistent Conditions Medications and Treatments Additional Resources Works Cited What is Attention Deficit Hyperactivity
More informationComorbid Conditions in Autism Spectrum Illness. David Ermer MD June 13, 2014
Comorbid Conditions in Autism Spectrum Illness David Ermer MD June 13, 2014 Overview Diagnosing comorbidities in autism spectrum illnesses Treatment issues specific to autism spectrum illnesses Treatment
More information