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Question 1

Be able to identify the general rule of diagnostic formulation throughout the DSM

Answer 1

• A general rule of diagnostic formulation throughout DSM-5 is that when any problem is considered to be a manifestation of a known biological illness or chemical influence, these influences take precedence in diagnosis. The majority of the diagnostic criterion sets include criteria that make this clear: “not attributable to the physiological effects of a substance” “or another medical condition.”

Question 2

Be able to identify the respective “purposes” of the DSM5 and IDEA

Answer 2

• DSM-5 is ultimately aimed at reliable and valid classification for the purposes of clinical treatment and research to improve clinical treatment.
• IDEA is ultimately aimed at providing safeguards so that all U.S. children have a fair and equal opportunity to benefit from public education.

Question 3

Be able to list 5 or more broad areas of the mental status exam (from the 1986 document, powerpoint or from the video) and give an operational definition for each.

Answer 3

• Appearance - ask the question “what do they look like”? focus on posture, do they appear their “stated age”, and grooming and hygiene.
• Behavior/Activity – what’s their attitude like? what are they doing? Is there any eye contact, psychomotor activity and how’s their tone.
• Speech – focus on how they are taking, are they using one word answers or is there a stream of speech? Also, are they talking fast or slowly, and how much and how loud (volume) are they talking?
• Thought Content – What is are they thinking? Are they suicidal? Do they have delusions or hallucinations? This is where you would observe to see if they had any mental disorders.
• Insight – Do they understand their situation? Are they aware that they are sick?
• Judgment – Are they able to make reasonable decisions?

Question 4

Five criteria will be listed. Four will pertain to Intellectual Disability and one will not. You will be asked to identify the one that does not.

Answer 4

• Intellectual disability is a disability characterized by significant limitations both inintellectual functioning(reasoning, learning, problem solving) and inadaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18.
• Unlike most other diagnostic categories in DSM-5, standardized testing is explicitly required for diagnosis of Intellectual Disability. In this case, DSM-5 requires individual, standardized testing that generates an IQ that is at least 2 standard deviations below the mean (± 5 points for error in measurement). This criterion is consistent with other systems of classification in terms of the intellectual deficits.

Question 5

Be able to list the 3 domains of adaptive functioning that apply to ID and be ready to give an example of each domain.

Answer 5

A.The Conceptual Domain
Skills in language, reading, writing, math, reasoning, knowledge, and memory
B. The Social Domain
Empathy, social judgment, interpersonal communication skills, the ability to make and retain friendships, and similar capacities.
C. The Practical Domain
Self-management in areas such as personal care, job responsibilities, money management, recreation Organizing school and
work tasks

Question 6

1. Be aware of the 5 disabilities that qualify for services through the Regional Center. Be ready to identify from options provided the disability that does not receive services through the Regional Center.

Answer 6

• Intellectually Disabled
• Autism
• Cerebral Palsy
• Epilepsy
• Conditions closely related to, or that require treatment similar to, that required for an intellectual disability

Question 7

Know the 4 severity levels of ID and know which severity level is the most prevalent. Also know what percentage of those with Autism Spectrum Disorder also suffers from ID.

Answer 7

• Mild, moderate, severe, profound

* Mental Retardation occurs in up to 75-80% of children diagnosed with Autism Spectrum Disorder

Question 8

You will be presented with an operational definition of a disorder or disability. You will need to be familiar with the operational definitions of ID, Autism, Traumatic Brain Injury, ADHD, and Specific Learning Disability, in order to choose the correct disorder or disability.

ID

Answer 8

ID – Is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits.

Question 9

Autism

Answer 9

• Autism – Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines and unusual response to sensory experiences.

Question 10

Traumatic Brain Injury

Answer 10

• Traumatic Brain Injury –means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
o (A) Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Question 11

ADHD

Answer 11

• A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development

Question 12

SLD

Answer 12

• Difficulties learning and using academic skills as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months despite the provision of interventions that target those difficulties.

Question 13

1Be familiar with the essential features of Autism Spectrum Disorder (DSM5) so that you can identify the option that is not an essential feature.

Answer 13

• Persistent impairment in reciprocal social communication and social interaction
• Restrictive, repetitive patterns of behaviors, interests, or activities
• Symptoms present from early childhood and limit or impair everyday functioning

Question 14

From the video able to list the 3 stages of a meltdown for those with Autism Spectrum Disorders and be able to describe appropriate interventions that can be used at each stage.

Answer 14

• Rumbling – Have the student remove themselves from the situation by taking a tissue box to another teacher, going to home base or a cool zone.
• Rage or Meltdown – Need to have a plan to keep everyone safe, usually it is easier to remove the class away from the student.
• Recovery -the student is still fragile and not ready to learn, they need predictability in a routine or highly motivating tasks.

Question 15

Be able to list the three different models that are listed in the California Education Code 3030 for identifying a Specific Learning Disability

Answer 15

• Discrepancy of 22 points between Achievement and ability
• RTI
• Strengths and weaknesses

Question 16

Be able to list the four categories under Speech or Language Disorder according to Education Code 3030

Answer 16

• Articulation disorder
• Abnormal voice
• Fluency disorder
• Language disorder

Question 17

1Be able to match the four areas of language development (see Ed Code 3030 SLI, Language Disorder) and their operational definitions (see Blackboard Language Domain Definitions).

Phonology

Answer 17

• refers to the rules used to combine speech sounds to make meaningful words. (phonemes) This one was additional, but I included it just in case

Question 18

Morphology

Answer 18

• refers to the rules for using small units of meaning (morphemes) to indicate, among others, the third person and the tense of verbs(-ed), auxiliary verb (-is), and comparisons (-er and -est).

Question 19

Syntax

Answer 19

• refers to the rules used for combining words into simple sentences with one clause or complex sentences with multiple clauses.

Question 20

Pragmatics

Answer 20

• refers to the rules for using words, sentences and expressions in informal or formal social interactions. (Ex. Asking for permission by saying may I….)

Question 21

Semantics

Answer 21

• refers to the word content (vocabulary) and rules for using this to form meaningful units of expression.

Question 22

Be able to match the Motor Disorders with their operation definitions. Also be able to list the Educational Disability under which they would qualify for Special Education Services.

Answer 22

• Developmental coordination disorder- impairment in the development of motor coordination that interferes significantly with scholastic achievement or general daily activities including play. (OHI)
• Tic disorder (Tourette’s)- motor or vocal tics (OHI)

• Stereotypic movement disorder- motor behavior that are repetitive, nonfunctional and self- stimulatory. It consists of repetitive, non-purposeful motor movements that have a “driven” quality. (OHI)

Question 23

Be able to list the three Educational Disabilities under which a student with suspected or diagnosed ADHD may receive Special Education services.

Answer 23

• Specific Learning Disability (SLD)
• Other Health Impairment (OHI)
• Emotional Disturbance (ED)

Question 24

Be able to list at least 5 DSM5 disorders that might be under consideration, if the student displays distractibility.

Answer 24

ADHD, Bipolar 1, Bipolar 2, Hoarding disorder,

(Major Depressive Disorder - is the only other one I could find; it doesn’t say distractibility outright but it’s the only other one close enough I could find)

Question 25

Be able to match the essential features of ODD, CD, and IED

ODD

Answer 25

Duration; 6 months
Settings: At least 1 setting.
Symptoms: Angry, irritable, argumentative, defiant, vindictive. A difficult, negative person who is OPPOSITIONAL.

Question 26

CD

Answer 26

Duration: Minimum 3 criteria present in past 12 months with at least one in previous 6 months.
Setting: At least 1 setting.
Symptoms: A person who regularly violates the basic rights of others and/or breaks laws and rules. A person who is ‘TROUBLE’.

Question 27

IED

Answer 27

Duration; Verbal or physical aggression twice weekly for 3 months or 3 incidents of destructive or assaultive behavior in past 12 months.
Settings: At least 1 setting.
Symptoms: Recurrent verbal and/or physical outbursts representing a failure to control aggressive impulses. The key here is that the outbursts are not premeditated but rather are impulsive and/or anger based. Between outbursts, the individual can be ‘fine’. Select DMDD over IED if the client merits a DMDD diagnosis. A person whose poor impulse control leads them to recurrent outbursts but who is ‘fine’ between outbursts.

Question 28

Persistence of Conduct Disorder into adulthood is more likely when any of 4 specific variables are present. Know those 4 variables (DSM5 p474 under Course Modifiers). You will be asked to choose a variable that is not in that list.

Answer 28

Usually male, frequently display physical aggression toward others, have disturbed peer relationships, may have had oppositional defiant disorder during early childhood, and usually have symptoms that meet full criteria for conduct disorder prior to puberty. The risk that conduct disorder will persist is also increased by co-occurring ADHD and by substance abuse

Question 29

Be able to list the four positive symptoms and the one negative symptom of Schizophrenia.

Answer 29

POSITIVE SYMPTOMS:
Delusions
Hallucinations
Disorganized speech (e.g., frequent derailment or incoherence)
Grossly disorganized or catatonic behavior.

NEGATIVE SYMPTOMS:
Diminished emotional expression or avolition) Also would be flattening of mood, impoverished thinking, problems with goal directed activities. Note (depressed mood could be an associated symptom)

Question 30

Be able to identify how the impulsivity of Bipolar manic differs from the impulsivity of ADHD?

Answer 30

ADHD impulsivity is consistent, while Bipolar manic impulsivity is episodic.