Synopses & Reviews
Includes bibliographical references (p. 205-223) and index.
Review
"School psychologists are increasingly being required to supply DSM-IV diagnoses for the children and adolescents they work with. Reflecting the author's more than 20 years of experience in child assessment and diagnosis, this comprehensive book familiarizes readers with the many features of DSM-IV. House provides useful decision trees for differential diagnosis and illuminates complex diagnostic and professional issues with examples drawn from school-based practice. This uniquely practical book should be required reading for all current and future school practitioners." --Mark E. Swerdlik, PhD, Professor of Psychology and Coordinator of Graduate Programs in School Psychology, Illinois State University
Review
"Tobin and House have provided a coherent, consistent, and valuable review of DSM-5 diagnostic practices for the school psychologist. Used alongside DSM-5, this book will greatly facilitate understanding and application of diagnostic criteria in schools and related settings. After digesting the introductory chapters, practitioners can use the chapters on specific disorders as a handy reference. This book will be helpful as a supplemental text in child psychopathology courses for school psychologists; students will gain an understanding of the conceptual bases of practical diagnostic schema and their utility in deriving effective interventions."--Cecil R. Reynolds, PhD, Editor-in-Chief,
Psychological Assessment "This is one of the most important books for school psychologists--both new and experienced--and for graduate students wishing to enter this complex, challenging, and exciting field. DSM-5 interfaces with all areas of applied psychology and with IDEA, and school psychologists must be proficient in its use and applications. Clearly, the authors know and respect the demands facing practitioners; chapters provide informative descriptions of the many types of referrals seen in the school context. Not only do the authors demystify DSM-5 and its relevance to diagnosis and program planning, but they also include their own perspectives and practical guidance."--Donald H. Saklofske, PhD, Department of Psychology, University of Western Ontario, Canada
"This book elucidates how and when to translate a psychiatric diagnosis or developmental disability into a special education eligibility category. It provides best-practice recommendations for incorporating DSM-5 diagnosis into the decision making of school teams. The authors also address questions about licensure and certification to explain, for example, why some school psychologists can diagnose ADHD while others cannot. In addition to school psychologists, counselors, social workers, speech-language pathologists, and autism specialists will find this book immeasurably helpful."--Tammy L. Hughes, PhD, Fr. Martin A. Hehir Endowed Chair for Scholarly Excellence, Department of Counseling, Psychology and Special Education, Duquesne University
Synopsis
This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. The volume has now been updated with new information reflecting changes in the DSM-IV-TR, published in 2000, and the IDEA 1997 final regulations, published in 1999.
Synopsis
Thousands of practitioners using prior versions of DSM have relied on this key resource to optimize their diagnostic practices in PreK-12 settings. Now significantly revised for DSM-5, the book cuts through the overwhelming length and complexity of the diagnostic manual by focusing thematically on the most common child and adolescent concerns. Tips are provided for diagnostic decision making and coding, and technical terms are demystified. Emphasis is given to using diagnosis as a foundation for effective intervention. The book highlights links to special education eligibility under IDEA and discusses ethical and professional issues in school-based assessment.
New to This Edition
*Revised throughout for DSM-5.
*Restructured chapters on learning, communication, and motor problems; mood problems; anxiety problems; conduct problems; and impulse-control problems.
*Updated content on IDEA 2004.
*Notes encapsulating changes to each set of diagnostic criteria, for those familiar with the prior DSM.
*Author Commentary sidebars sharing clinical insights and experiences.
Synopsis
Familiarity with the DSM-IV has become an integral part of child and school psychology. Specific diagnoses are increasingly required for educational placement, funding and resource allocation, and treatment planning. This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. Throughout, the author explains terms, concepts, and procedures that might be less familiar to practitioners in a school environment.
About the Author
Renée M. Tobin, PhD, is Professor in the Department of Psychology at Illinois State University. She is an associate editor of the
Journal of Psychoeducational Assessment and serves on the editorial board of the
Journal of School Psychology. Her primary research examines personality and social development, with a focus on promoting emotion regulation processes in youth.
Alvin E. House, PhD, is Professor Emeritus in the Department of Psychology at Illinois State University. His professional practice and research focus on applying assessment results in school, vocational, medical, and forensic consultations. He is the author of The First Session with Children and Adolescents and coauthor of a manual on observational assessment of children, as well as journal articles and book chapters on intellectual, personality, and neuropsychological testing.
Table of Contents
Contents
Introduction
I. Diagnostic Issues and the Use of DSM-IV
1. Psychiatric Disgnosis: Issues for School Psychologists
2. An Overview of the DSM-IV Diagnostic System
3. Learning to Use DSM-IV
II. Guidelines for Evaluation of Presenting Problems
4. Disruptive Behavior Symptoms (Externalizing Problems)
5. Emotional Symptoms (Internalizing Problems)
6. Substance-Related Problems, Other "Addictive" Behaviors, and Harmful Environmental Effects
7. Highly Focused Symptom Patterns
8. Problems with Mental Ability, Learning, Communication, and Cognition
9. Highly Atypical Symptom Patterns: Pervasive Developmental Disorders and Psychoses
10. Personality Disorders
11. Additional Codes and Categories
III. The Application of DSM-IV in School Settings: Issues and Topics
12. Ethics and Professional Responsibility in Evaluation
13. The Case Record: Data and Supporting Documentation for Diagnosis
14. Seeking Reimbursement for Assessment and Diagnosis within School Settings
15. DSM-IV and the Individuals with Disabilities Education Act
16. Concerns about DSM-IV