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Introduction: Purposes and Features of This Book | |
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What This Book Is--and Is Not--Intended to Do | |
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A Guide to Stylistic Conventions in This Book | |
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The Four Types of Notes and Their Purposes | |
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2002 Updates: IDEA 1997 and DSM-IV-TR | |
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Diagnostic Issues and the Use of DSM-IV | |
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Psychiatric Diagnosis: Issues for School Psychologists | |
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The Emergence of Psychiatric Diagnosis as a Task in School Settings | |
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Psychiatric Classification and Its Role in School Settings | |
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Developmental Features to Consider in Diagnosing Children and Adolescents | |
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An Overview of the DSM-IV Diagnostic System | |
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Basic Definitions of Mental Disorders and Other Conditions | |
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Multiaxial Classification | |
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Precedence of Diagnoses: Diagnostic Conventions, Hierarchies, and Multiple Diagnoses | |
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Child and Adolescent Mental Health and DSM-IV | |
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Learning to Use DSM-IV | |
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Categorical Classification | |
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Differential Diagnosis | |
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Ordering of Diagnoses | |
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Degree of Diagnostic Confidence | |
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How to Record Diagnoses | |
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Interpretation of Diagnostic Impressions from Other Sources | |
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Guidelines for Evaluation of Presenting Problems | |
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Disruptive Behavior Symptoms (Externalizing Problems) | |
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Overview | |
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Differential Diagnosis | |
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Specific Behavior Patterns | |
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Emotional Symptoms (Internalizing Problems) | |
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Anxiety Problems | |
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Mood Problems | |
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Other Internalizing Problems | |
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Substance-Related Problems, Other "Addictive" Behaviors, and Harmful Environmental Effects | |
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Substance-Related Problems | |
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Other "Addictive" Behaviors | |
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Harmful Environmental Effects | |
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Highly Focused Symptom Patterns | |
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Eating Problems | |
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Tic Disorders | |
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Elimination Disorders | |
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Miscellaneous Symptom Patterns | |
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Sexual and Gender Identity Disorders | |
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Sleep Disorders | |
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Problems with Mental Ability, Learning, Communication, and Cognition | |
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Overview | |
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Mental Retardation and Related Problems | |
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Learning Disorders and Related Problems | |
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Communication Disorders | |
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Cognitive Problems | |
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Highly Atypical Symptom Patterns: Pervasive Developmental Disorders and Psychoses | |
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Overview | |
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Pervasive Developmental Disorders | |
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Psychoses | |
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Personality Disorders | |
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Diagnosing Personality Disorders in Youth: Controversy and Cautions | |
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Other Cautions about Diagnosing Personality Disorders | |
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Cluster A (Odd-Eccentric) Personality Disorders | |
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Cluster B (Dramatic-Emotional) Personality Disorders | |
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Cluster C (Anxious-Fearful) Personality Disorders | |
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Residual Cases | |
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Additional Codes and Categories | |
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Broader-Band Residual Categories | |
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No Diagnosis/Diagnosis Deferred Categories | |
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Appendix B: Proposed Categories and Axes | |
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The Application of DSM-IV in School Settings: Issues and Topics | |
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Ethics and Professional Responsibility in Evaluation | |
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The Role of the School Psychologist in Mental Health Assessment | |
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Best-Practice Recommendations for School Psychologists Regarding Diagnosis | |
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The Case Record: Data and Supporting Documentation for Diagnosis | |
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Confidentiality, Freedom of Information, and Parents' and Children's Rights | |
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Maintenance of Records | |
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Seeking Reimbursement for Assessment and Diagnosis within School Settings | |
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Physicians' Current Procedural Terminology Codes | |
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"Medical Necessity" as a Criterion | |
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Ethical and Professional Responsibilities in Billing | |
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Diagnostic Disagreement | |
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DSM-IV and the Individuals with Disabilities Education Act | |
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Concerns about DSM-IV | |
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Concerns about Psychiatric Classification in General | |
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Concerns about DSM-IV's Overall Conceptualization and Structure | |
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Specific Concerns about DSM-IV | |
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Concluding Remarks | |
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References | |
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Index | |
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2002 Updates: IDEA 1997 and DSM-IV-TR | |