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SOCW 90 week 3Influences on Diagnosis and Outcome .docx

Learning Resources to be used as references to support your answer.

USW1_SOCW_6090_howToWriteADiagnosisInDSM5.pdf USW1_SOCW_6090_WK03_Chase.pdf

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

· “Neurodevelopmental Disorders” (pp. 31–86)

· “Other Conditions That May Be a Focus of Clinical Attention” (pp. 715–727)

Bell, A. S. (2011). A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders, 15(1), 3–10.

Note: You will access this article from the Walden Library databases.

How to Write a Diagnosis According to DSM-5 and ICD-10-CM (PDF)

Teicher, M. H., Samson, J. A., Polcari, A., & McGreenery, C. E. (2006). Sticks, stones, and hurtful words: Relative effects of various forms of childhood maltreatment. American Journal of Psychiatry, 163(6), 993–1000.

Note: You will access this article from the Walden Library databases.

Working With Children and Adolescents: The Case of Chase (PDF)

Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV? Research in Developmental Disabilities, 32, 768–773.

Note: You will access this article from the Walden Library databases.

Wiki Assignment Instructions (PDF)

Kieling, C., Kieling, R. R., Frick, P. J., Rohde, L. A., Moffitt, T., Nigg, J. T., Tannock, R., & Castellanos, F. X. (2010) The age at onset of attention deficit hyperactivity disorder. American Journal of Psychiatry, 167, 14–15.

Note: You will access this article from the Walden Library databases.

Murphy, C., & Taylor, E. (2006). Need to know ADHD. Pulse, 66(34), 38–42.

Note: You will access this article from the Walden Library databases.

Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file need separate references. Support your posts with specific references to the Learning Resources given in this work. Be sure to provide full APA citations for your references. Treat each work or answer as a separate work and each work needs separate references.

Respond to at least two colleagues who shared a different perspective on whether the protective factors could have changed Chase’s diagnosis and outcome. Explain whether your colleagues’ stances on the relevance of these protective factors have any influence on your position.

Work #1 Alyssa Coan (title of work #1)

RE: Diagnosing Autism Spectrum Disorders

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Chase is a 12-year-old boy who seems to be behind in many developmental areas.  Chase presents as smaller than an average 12-year-old boy, acts behaviorally and emotionally as younger than a 12-year-old and has trouble with attention and abrupt changes (Laureate Education, 2016). Disorders that effect the brain in a way that delay or challenge thinking, language, behavior, communication, and problems with learning or focusing are often called intellectual disorders.  Intellectual disorders are classified in the Diagnostic Statistical Manual or DSM V as a neurodevelopmental disorder, which covers diagnoses such as language disorders, communication disorders, ability to focus disorders, and learning disorders (American Psychiatric Association, 2013).

                                                      In Chase’s case there was no help sought for until Chase was 12-years-old and was getting in trouble at school and becoming very violent towards others.  This could be because the adoptive parents have a culture where they feel the mother is responsible for teaching and training their child and if there are tantrums and misbehaviors then the mother should be taking control of that (Laureate Education, 2016). This is displayed in the way the adoptive father does not want to be involved in parenting and the delay in receiving services before it got to this point. In addition to the adoptive parents influence, Chase’s history before he was adopted at age 3 in unknown which can have major influences on his behaviors as he continues to develop and grow (Laureate Education, 2016). The DSM V also describes how culture, gender and age of the child being diagnosed can all be factors in issues with an autism diagnoses (American Psychiatric Association, 2013). Working with a child and attempting to diagnose any mental health concerns can be very difficult.  Many different symptoms can be present but not all of them might be because of a mental illness (Bell, 2011).  Children learn behaviors and are still learning appropriate way to communicate, which can make assessing a child’s case like Chases’ more difficult. 

When comparing these symptoms against the DSM V, Chase’s case lines up fairly well with the main diagnoses of Autism Spectrum Disorder (F84.0). The DSM says that a person who have consistent deficits in social interactions and have trouble with imaginary play or adjusting to social context is one of the first signs of autism (American Psychiatric Association, 2013).  Chase is known to hit and kick his siblings and has difficulties making social connections at school, which meet the first criteria. Next a child must restrict their schedules and have repetitive behavior patterns.  Chase displays aggression when there is a change he was not ready for and throws a tantrum, and shows that he is not able to focus or discuss relevant age appropriate topics and instead has a fixation on documentaries, specifically about ships (Laureate Education, 2016). The third criteria of autism is that these symptoms must occur in the early developmental period and might become more demanding as time continues.  Chase’s early history is unclear as his first three years have no record with his biological parents. After being brought home it was apparent that Chase did have delays in communication, and struggles with social interactions. The fourth diagnostic criteria involves how much impairment these issues bring in important areas of functioning, which for Chase have him failing to learn in school, failing to make connections, and his communication is limited which makes Chase tantrum and act out more as he gets older. The last piece of criteria is, that another intellectual type of disorder does not explain these disruptions.

Other types of intellectual disorders like intellectual disability (previously known as mental retardation) is not relevant to Chase because Chase displays the ability to retain information and learn about different types of World War II ships from a documentary he watched. This would rule out a general mental delay disorder. While Chase does have difficulty in communicating he can still relay information and does not seem to struggle to say words that he knows, which would rule out the communication specific disorders. Attention disorders also do not make since for Chase as he can pay attention to detail, does respond to verbal commands, and if told ahead of time can understand order and sequences of events. Specific Learning and motor disorders do not account for Chases symptoms either as there is no report of issues in motor skills and Chase seems to learn just fine. This eliminates every other intellectual disorder but autism, where he meets all the criteria.

 

Oops, I see I missed the first part of my post while copying and pasting. 

 

F95.0 Tic Disorder

F76.02XA Child Neglect, Suspected

Z55.9 Academic or Educational Problem

Z62.820 Parent- Child Relational Problem 

 

These would need more observation and information to be supported and included in a full diagnosis.  However, based on the information presented these are possible additional disorder codes that coincide with autism.

Reference

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bell, A. S. (2011). A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders, 15(1), 3–10.

Laureate Education (2016). Working With Children and Adolescents: The Case of Chase (PDF)

Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file need separate references. Support your posts with specific references to the Learning Resources given in this work. Be sure to provide full APA citations for your references. Treat each work or answer as a separate work and each work needs separate references.

Respond to at least two colleagues who shared a different perspective on whether the protective factors could have changed Chase’s diagnosis and outcome. Explain whether your colleagues’ stances on the relevance of these protective factors have any influence on your position.

Work #2 Michele Munzner (title of work #2)

RE: Discussion - Week 3

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Chase’s diagnosis according to the DSM-5 criteria should be:

F84.0   Autism Spectrum Disorder, Level 1

F90.1   Attention-Deficit/Hyperactivity Disorder, provisional

F95.0   Provisional Tic Disorder

Z62.820 Parent-Child Relational Problem

Z62.891 Sibling Relational Problem

T76.32XA Child Psychological Abuse, Suspected

Diagnosing Autism Spectrum Disorder is done by evaluating two main categories: persistent difficulty in communication and social interaction and engagement in routines and rituals with little tolerance for change (Khan Academy, 2015). Chase has difficulty in communicating with others as seen by his family interaction and difficulty in social interaction as evidenced by inability to make friends at school (Laureate Education, 2016). Chase also engages in gorging on food (Laureate Education, 2016). Chase also has an intolerance for change as evidenced by temper tantrums when transitions occur (Laureate Education, 2016).

Predisposing and risk factors leading to the outcome of Chase’s case could be low birth weight, given his small stature where he is 12 years old and appears to be only 8 years old (American Psychiatric Association [APA], 2013). Autism Spectrum Disorder can run in families with boys more predisposed than girls to a diagnosis and is seen when parents are older (Khan Academy, 2015).  There is limited information regarding his birth parent’s, so it is unclear if there is a genetic disposition. Additionally, an additional environmental issue could be abuse by his birth parents. 

Protective factors include increased psychosocial monitoring of the siblings (Walton & Ingersoll, 2015).  Walton & Ingersoll (2015) report that older brothers of children with autism may be at an increased risk of psychosocial problems. “Monitoring psychosocial adjustment may be especially important in this subgroup in order to identify and support siblings who are having difficulties” (Walton & Ingersoll, 2015, p. 12). Chase’s parents could have taken a more active role in monitoring his school activities for earlier intervention by the school.  The parents could have done more as a family unit in order to share the responsibility for parenting instead of having one parent as primary caretaker.  Introducing protective factors can help to alleviate some of the issues, especially the integration with the other children, however, would not alleviate all of the issues.

References:

American Psychiatric Association. (2013).  Diagnostic and statistical manual of mental disorders

(5th ed.). Arlington, VA: American Psychiatric Publishing.

Khan Academy. (2015, September 10). Diagnosing autism spectrum disorder | Mental health

[Video file]. Retrieved from https://www.youtube.com/watch?v=XmDfHU0hS18

Laureate Education. (2016). Working with children and adolescents: The case of Chase.

Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201830_27/MS_SOCW/SOCW_6090_WC/readings/USW1_SO

Walton, K. M., & Ingersoll, B. R. (2015). Psychosocial Adjustment and Sibling Relationships in

Siblings of Children with Autism Spectrum Disorder: Risk and Protective Factors. Journal of Autism and Developmental Disorders, 45(9), 2764-2778. doi:10.1007/s10803-015-2440-7

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