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DSM Iv PDF
DSM Iv PDF
Many school psychologists, particular those who are more behaviorally-oriented, contend that the DSM-
IV should be avoided because of a variety of problems: modest reliability, questionable treatment validity,
and lack of a focus on identifying problems in a functional manner. Although there is some merit to these
concerns, school psychologists should become at least familiar with the DSM-IV for the following
reasons:
• it is not going away–DSM has become a permanent fixture in American mental health care
• reliability has improved substantially from previous editions
• empirical validity focus has improved substantially in most cases
• outside of school settings, a DSM-IV diagnosis may be necessary for helping to secure third-party
payment for services; thus, familiarity with DSM is important for school psychologists who wish to
work in non-traditional settings
• DSM diagnoses, although not perfect, can provide a common framework for communication among
professionals regarding specific client concerns and background
• the DSM is part of a continuing step toward developing a scientific taxonomy of psychological and
psychiatric disorders
HISTORY OF DSM
• The first edition was published by American Psychiatric Association in 1952, and was a variant on
the World Health Organization’s International Classification of Diseases-6.
• The latest revision (DSM-IV) was 1994. A more recent “text revision” has also been published.
• Categories of disorders have evolved over time based on emerging data and political forces; the
medical model of disease has historically been the basis for much of the DSM system, although that is
changing somewhat over time.
• The DSM-IV can be used for diagnostic purposes by any mental health professional with adequate
training in diagnosis. Some school psychologists mistakenly believe that one must be a clinical
psychologist or psychiatrist to use the DSM-IV. The issue is training a competence rather than
professional title.
• Some school districts or state departments of education specifically prohibit the use of DSM by
school psychologists within special education assessment processes.
• diagnostic codes
• severity and course specifiers
• recurrence
• principal diagnosis/reason for visit
• provisional diagnosis specifier
• other: use of V codes, deferred diagnosis on Axis I or Axis II
• diagnostic features
• subtypes and/or specifiers
• recording procedures
• associated features and disorders
• specific culture, age, and gender features
• prevalence
• course
• familial pattern
• differential diagnosis
LEARNING DISORDERS: Reading Disorder, Mathematics Disorder, Disorder of Written Expression, Learning Disorder Not Otherwise
Specified
COMMUNICATION DISORDERS: Expressive Language Disorder, Mixed Receptive-Expressive Language Disorder, Phonological
Disorder, Stuttering, Communication Disorder Not Otherwise Specified
PERVASIVE DEVELOPMENTAL DISORDERS: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s
Disorder, Pervasive Developmental Disorder Not Otherwise Specified
FEEDING AND EATING DISORDERS OF INFANCY OR EARLY CHILDHOOD: Pica, Rumination Disorder, Feeding Disorder of
Infancy or Early Childhood
TIC DISORDERS: Tourette’s Disorder, Chronic Motor or Vocal Tic Disorder, Transient Tic Disorder, Tic Disorder Not Otherwise
Specified
OTHER DISORDERS OF INFANCY, CHILDHOOD, OR ADOLESCENCE: Separation Anxiety Disorder, Selective Mutism, Reactive
Attachment Disorder of Infancy or Early Childhood, Stereotypic Movement Disorder, Disorder of Infancy, Childhood, or Adolescence
Not Otherwise Specified