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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 | |