Module Four

Reading Two – Overview of the DSM-IV

Reading Two – Overview of the DSM-IV

Review and consider some of these questions and be prepared to discuss them as part of activity two.

Overview of the DSM-IV Process

1. Become familiar with the role of diagnosis in the schools.
2. Become aware of the uses of the DSM-IV
3. Become familiar with the types of information in the DSM-IV
4. Be aware of the DSM IV diagnostic model and how it supports diagnosis
5. Understand the concept of a multi-axial evaluation
6. Learn the importance of the GAF Scale
7. Learn what a typical diagnosis and treatment sequence is and when it might be used in schools.
8. Recognize how a mental disorder is defined and the value of a decision tree.

Blending the DSM-IV with the IEP process

Questions about utilization:

1. How does the DSM-IV diagnostic process contribute to work with youth in the school and in the classroom?
2. Who is likely to make the official diagnosis?
3. What part of the child study team process might include the teacher or special education personnel reviewing and thinking about decision trees?
4. Would it help for a teacher to know about the decision tree and GAF scale during the observation and pre-referral process?
5. How might this process of diagnostics contribute to individualized instruction?
6. Could the DSM-IV help with a case study and determination of an appropriate set of objectives to help the youngster make wholistic progress – reach social, functional, emotional, intellectual and individual milestones?

Ethics of the process:

1. Is it ethical for a teacher to determine a diagnosis and then begin to use it without an official psychological evaluation process?
2. If a medical doctor provides a prescription for a student for depression or anxiety, does that constitute an accurate diagnostic procedure? Is it ok at that point to begin saying the child has a specific classification? Would you then classify the child as EBD and place them in special education?
3. Can you explain to peers in the child’s class that s/he has a diagnosis and speak openly about the medications and treatment involved?
4. Who should know about the DSM-IV and have access to the material in the schools?

Vocabulary that contributes to understanding theDSM-IV:

Diagnosis         Symptom Identification       

Treatment Planning        Prognosis        

Mental Disorder         Impairment        

Prevalence         Course of the disease      

Familial Pattern         Differential Diagnosis        

Symptoms         Cognitive processes        

Mood         Behavior        

Physical Appearance         Multi-axial Evaluation        

Clinical Disorders         Psychological Disorders        

GAF Scale       Principal Diagnosis        

Mental Status Examination         Brief Mental Status Examination        

Onset     Premorbid Phase        

Prodromal Phase         Acute Phase        

Residual/Chronic Phase         Remission Phase        

NOS         V Codes        

Mental Retardation         Learning Disorders        

Motor Skills Disorders         Communication Disorders        

Pervasive Developmental Disorders         Tic Disorders        

Attention-Deficit & Disruptive Behavior       Elimination Disorders        

 Feeding and Eating Disorders Separation Anxiety        

Selective Mutism         Reactive Attachment Disorder        

Stereotypic Movement Disorder  Personality Disorder

Axis I        Axis II        Axis III        Axis IV        Axis V