A Closer Look at Supporting Elementary Students With Autism in School

2022 ◽  
pp. 472-487
Author(s):  
Haidee Copeland
Keyword(s):  
Best Practices ◽  
Elementary Students ◽  
Typically Developing ◽  
Developmental Milestones ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Students With Autism ◽  
Inclusion Level

While the educational criteria to be a person impacted by autism will always evolve, implementing educational best practices with fidelity significantly improves the likelihood of a student with autism succeeding in school. This chapter presents a brief overview of the educational criteria for an autism eligibility using the Diagnostic and Statistical Manual, Fifth Edition (DSM-5), a comparison of common characteristics or developmental milestones for typically developing elementary students and students with autism, a summary of standard best practices for elementary students with autism. The chapter provides a few examples of how these best practices can be applied across grade and inclusion-level categories.

A Closer Look at Supporting Elementary Students With Autism in School

2020 ◽  
pp. 103-123
Author(s):  
Haidee Copeland
Keyword(s):  
Best Practices ◽  
Elementary Students ◽  
Typically Developing ◽  
Developmental Milestones ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Students With Autism ◽  
Inclusion Level

While the educational criteria to be a person impacted by autism will always evolve, implementing educational best practices with fidelity significantly improves the likelihood of a student with autism succeeding in school. This chapter presents a brief overview of the educational criteria for an autism eligibility using the Diagnostic and Statistical Manual, Fifth Edition (DSM-5), a comparison of common characteristics or developmental milestones for typically developing elementary students and students with autism, a summary of standard best practices for elementary students with autism. The chapter provides a few examples of how these best practices can be applied across grade and inclusion-level categories.

Including Maladaptive Anger in Psychology Courses

2019 ◽  
Vol 47 (1) ◽  
pp. 102-107 ◽  
Author(s):  
Ryan C. Martin
Keyword(s):  
Best Practices ◽  
Abnormal Psychology ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Anger Disorders ◽  
Potential Problems ◽  
Psychology Courses ◽  
Problematic Anger ◽  
Published Research

Despite clear interpersonal, physiological, behavioral, and emotional consequences, the Diagnostic and Statistical Manual of Mental Disorders, fifth edition ( DSM-5) and most abnormal psychology textbooks inadequately describe maladaptive anger. Although there is no recent published research on coverage of maladaptive anger in psychology courses, it is reasonable to assume that coverage is lacking, especially compared to coverage of other emotion-rooted disorders like sadness and anxiety. This lack of coverage is particularly troubling, given that researchers have long recognized the potential problems that stem from maladaptive anger and have also developed many approaches for treating problematic anger. This article describes the absence of anger disorders in the DSM-5, outlines the rationale for covering anger in psychology courses, and provides best practices for such coverage.

Comparison of Alcohol Use Disorders in DSM and ICD

2020 ◽  
Vol 66 (3) ◽  
pp. 143-153
Author(s):  
Jessica W. M. Wong ◽  
Friedrich M. Wurst ◽  
Ulrich W. Preuss
Keyword(s):  
Alcohol Use Disorders ◽  
International Classification Of Diseases ◽  
Clinical Use ◽  
Diagnostic Systems ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Classification Of Diseases ◽  
Historical Developments

Abstract. Introduction: With advances in medicine, our understanding of diseases has deepened and diagnostic criteria have evolved. Currently, the most frequently used diagnostic systems are the ICD (International Classification of Diseases) and the DSM (Diagnostic and Statistical Manual of Mental Disorders) to diagnose alcohol-related disorders. Results: In this narrative review, we follow the historical developments in ICD and DSM with their corresponding milestones reflecting the scientific research and medical considerations of their time. The current diagnostic concepts of DSM-5 and ICD-11 and their development are presented. Lastly, we compare these two diagnostic systems and evaluate their practicability in clinical use.

Angststörungen – von der ICD-10 zur ICD-11

2020 ◽  
pp. 1-5
Author(s):  
Timo D. Vloet ◽  
Marcel Romanos
Keyword(s):  
Mental Disorders ◽  
International Classification Of Diseases ◽  
International Classification ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Classification Of Diseases ◽  
Icd 10

Zusammenfassung. Hintergrund: Nach 12 Jahren Entwicklung wird die 11. Version der International Classification of Diseases (ICD-11) von der Weltgesundheitsorganisation (WHO) im Januar 2022 in Kraft treten. Methodik: Im Rahmen eines selektiven Übersichtsartikels werden die Veränderungen im Hinblick auf die Klassifikation von Angststörungen von der ICD-10 zur ICD-11 zusammenfassend dargestellt. Ergebnis: Die diagnostischen Kriterien der generalisierten Angststörung, Agoraphobie und spezifischen Phobien werden angepasst. Die ICD-11 wird auf Basis einer Lebenszeitachse neu organisiert, sodass die kindesaltersspezifischen Kategorien der ICD-10 aufgelöst werden. Die Trennungsangststörung und der selektive Mutismus werden damit den „regulären“ Angststörungen zugeordnet und können zukünftig auch im Erwachsenenalter diagnostiziert werden. Neu ist ebenso, dass verschiedene Symptomdimensionen der Angst ohne kategoriale Diagnose verschlüsselt werden können. Diskussion: Die Veränderungen im Bereich der Angsterkrankungen umfassen verschiedene Aspekte und sind in der Gesamtschau nicht unerheblich. Positiv zu bewerten ist die Einführung einer Lebenszeitachse und Parallelisierung mit dem Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Schlussfolgerungen: Die entwicklungsbezogene Neuorganisation in der ICD-11 wird auch eine verstärkte längsschnittliche Betrachtung von Angststörungen in der Klinik sowie Forschung zur Folge haben. Damit rückt insbesondere die Präventionsforschung weiter in den Fokus.

Diagnoses, Dimensions, and DSM-5

2010 ◽  
pp. 254-279
Author(s):  
Thomas A. Widiger ◽  
Maryanne Edmundson
Keyword(s):  
Substance Use ◽  
Mental Disorders ◽  
Paradigm Shift ◽  
Empirical Support ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Dimensional Classification ◽  
Diagnosis And Classification

The Diagnostic and Statistical Manual of Mental Disorders, Third Edition (DSM-III) is often said to have provided a significant paradigm shift in how psychopathology is diagnosed. The authors of DSM-5 have the empirical support and the opportunity to lead the field of psychiatry to a comparably bold new future in diagnosis and classification. The purpose of this chapter is to address the validity of the categorical and dimensional models for the classification and diagnosis of psychopathology. Considered in particular will be research concerning substance use disorders, mood disorders, and personality disorders. Limitations and concerns with respect to a dimensional classification of psychopathology are also considered. The chapter concludes with a recommendation for a conversion to a more quantitative, dimensional classification of psychopathology.

scholarly journals Case Report: DSM–5 misses an edge case in tic disorders nosology

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 505
Author(s):  
Kevin J. Black
Keyword(s):  
Case Report ◽  
Tic Disorders ◽  
Tourette’S Disorder ◽  
Tic Disorder ◽  
Statistical Manual ◽  
Tourette's Disorder ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5

A boy with multiple phonic tics, one lifetime motor tic, and no impairment or marked distress does not meet criteria for any DSM–5 tic disorder diagnosis. The next version of the Diagnostic and Statistical Manual should adjust the criteria for Tourette's Disorder and/or for "other specified tic disorder" and "unspecified tic disorder."

Gender Dysphoria

2018 ◽  
Author(s):  
Lancer Naghdechi ◽  
Atef Bakhoum ◽  
Waguih William IsHak
Keyword(s):  
Mental Disorders ◽  
Diagnostic Criteria ◽  
Gender Stereotypes ◽  
Gender Dysphoria ◽  
Gender Identity Disorder ◽  
Clinical Manifestations ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Sexual Reassignment Surgery

In the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5), gender dysphoria (GD), previously known as gender identity disorder, is defined as distress or impairment in psychosocial, occupational, educational, or other areas of life due to a perceived disagreement between a person’s assigned gender, natal gender, and the gender currently experienced or expressed for at least 6 months. The DSM-5 mentions that one’s experienced gender may be outside of binary gender stereotypes. Diagnostic criteria are different for GD in children and in adolescents/adults. This review covers the definition, epidemiology, etiology/genetics, clinical manifestations, and studies/tests/treatments related to GD. Tables list the diagnostic criteria for GD and definitions of common terms. This review contains 2 tables and 30 references Key words: DSM-5, gender dysphoria, sexual reassignment surgery

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