Dsm-5 handbook of differential diagnosis pdf download

Back to Top. The revision has gone even further in translating cognitive development and cognitive process research findings into easily administered and interpreted subtests. The subtests are divided into two batteries based on age and are further subdivided into core and diagnostic subtests.

Here are some of the new features:. All 20 subtests involve activities that are appropriate to the developmental level of every child. The subtests are grouped into the Early Years and School-Age cognitive batteries with subtests that are common to both batteries and those that are unique to each battery.

These batteries provide the General Conceptual Ability score GCA , which is a composite score focusing on reasoning and conceptual abilities. The Early Years core battery includes verbal, nonverbal, and spatial reasoning subtests appropriate for ages through The battery is divided into two levels: children ages — and — The younger children are administered four core subtests to obtain the GCA composite score and children ages — take six core subtests which contribute to the GCA composite score.

Although these subtests focus on ages , it can also be used to assess children ages — who are suspected of having cognitive delay. There are eleven optional diagnostic subtests for this age group. The School-Age core battery contains subtests that can reliably be used to assess children ages through These subtests measure verbal, nonverbal reasoning, and spatial reasoning abilities. The subtests can also be used to assess children ages — who may be cognitively gifted. In addition there are up to nine diagnostic subtests for this age group that feed into three possible diagnostic cluster scores: working memory, processing speed and, for the youngest ages, school readiness.

As the clinician there are times when you might not know exactly who you are going to be testing on a given day, in a given school. The DAS-II offers you flexibility in being able to tailor the test based on the empirical observations you make about the child—from children with very low ability to children with giftedness. You can feel confident in your decision even when the test is tallied as the child will still be compared to a reference group of age mates — because all of these subtests were normed for his or her age mates.

The Early Years and School-Age batteries were normed for overlapping age ranges, and both were standardized with children ages — This overlap permits out-of-level testing and insures that bright, younger children and less able older children can be given subtests appropriate for their abilities. Gifted children have the opportunity to show just how much they can do, by taking subtests typically administered to older children. Children of very low ability also have the opportunity to demonstrate what they can do, through administering the appropriate DAS-II subtests.

In analyzing the normative information, two decisions were made to simplify the normative data tables. For all remaining ages outside the age range of years, all subtests have sufficient floors and ceilings, except where explicitly indicated by shading in the norms manuals. When a subtest is not reliable for a particular age, it is because the ability being measured is developmentally inappropriate for almost all children of that age.

There may be instances were you have a child of age 9 years or older who is unable to provide a sufficient work sample for the School Age battery. These extended norms will not provide much of a downward extension in terms of standard scores only down to 25 as opposed to 30 ; however, they will allow a child of this ability to be tested using subtests on which they will find some success, and still be compared against the projected performance of their actual age-mates.

The DAS-II still recognizes and defers to the judgment of the expert clinician, and provides the psychometric basis for allowing this kind of flexibility. The psychologist is encouraged to use his or her information about the child in the room to select a battery, subtests, and item sets that are appropriate to the ability of that child. It is also useful as part of a comprehensive educational or neuropsychological assessment to identify cognitive strengths and weaknesses, intellectual giftedness, or intellectual disability.

Results are intended to inform treatment planning and placement decisions in clinical and educational settings, and can provide useful clinical information for neuropsychological evaluation and research purposes.

With the DAS-II you can identify learning disabilities and intellectual disability and properly evaluate Spanish-speaking or deaf or hard of hearing children or giftedness. Tests of cognitive ability are used extensively in school settings to evaluate the specific cognitive deficits that may contribute to low academic achievement and to predict future academic achievement. With the new Phonological Processing Rapid Naming subtests, the DAS-II provides diagnostic subtests that measure cognitive abilities implicated in the dual-deficit hypothesis of developmental dyslexia.

This is one of the differences that make a difference, in terms of differential treatment response e. The DAS—II diagnostic subtests can be used in combination with other instruments specialized for the assessment of cognitive deficits underlying particular learning problems. For instance, poor performance on the Phonological Processing and Rapid Naming subtests may signal problems with the development of fundamental reading skills.

Pairing the DAS—II with the ERSI or the PAL provides corroborative information on processes and skills predictive of early reading ability, difficulties, or failure, while parsing out effects from other developmental conditions e. The DAS-II includes measures of working memory and processing speed, two types of deficits that can underlie diminished performance across academic domains.

This is another one of the differences that make a difference, in terms of differential treatment response e. Back to Content List. The DSM-5 and American Association on Intellectual Disabilities have defined diagnosing intellectual disability as significantly low performance on general cognitive ability with limited adaptive behavior ability.

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Create a personalised content profile. Measure ad performance. Select basic ads. Create a personalised ads profile. Select personalised ads. Apply market research to generate audience insights. Measure content performance. Develop and improve products. List of Partners vendors. People with social anxiety disorder SAD experience significant and chronic fear of social or performance-related situations in which there is the possibility of becoming embarrassed, rejected, or scrutinized.

In these situations, people with SAD almost always experience physical symptoms of anxiety. Although they know their fear is unreasonable, they can't seem to do anything to stop it, so they either avoid these situations altogether or get through them while feeling intense anxiety and distress. In this way, social anxiety disorder extends beyond everyday shyness and can be extremely impairing. Symptoms of social anxiety disorder typically fall within three different areas.

The physical symptoms of SAD can be extremely distressing. For some people, these physical symptoms may become so severe that they escalate into a full-blown panic attack. However, unlike those with panic disorder, people with SAD know that their panic is provoked by fears of social and performance-related situations rather than fears about the panic attacks themselves.

Social anxiety disorder also involves cognitive symptoms, which are dysfunctional thought patterns. People with this condition are bothered by negative thoughts and self-doubt when it comes to social and performance-related situations.

Below are some common symptoms that you may experience:. For example, imagine you start a new job or arrive on the first day of a new class. The instructor or manager asks everyone to introduce themselves to the group. These thoughts start to rapidly spiral out of control to the point that you don't hear anything anyone else has said. When it comes to your turn, you say as little as possible and hope that no one has noticed your anxiety.

If these negative thought patterns are allowed to continue without treatment, they may also erode your self-esteem over time, so it's important to seek treatment. People with social anxiety disorder also act in certain ways. They tend to make choices based on fear and avoidance rather than actual preferences, desires, or ambitions. For example, you may drop a class to avoid doing a presentation or turn down a job promotion because it meant increased social and performance demands.

In severe cases, if left untreated, people with generalized SAD are particularly at risk of having a poor quality of life. They may have few or no friends, no romantic relationships, drop out of school or quit jobs, and may use alcohol to tolerate anxiety.

Social anxiety disorder in children and teens may appear differently than in adults. Behavioral inhibition during childhood is often a precursor for later social anxiety. In contrast, adolescents with SAD may avoid group gatherings altogether or show little interest in having friends. A diagnosis of social anxiety disorder cannot be made with any lab test or physical exam. As with all mental disorders, a diagnosis is based on whether a person meets certain standardized criteria set by the American Psychiatric Association APA.

Research has shown that social anxiety tends to affect women more frequently than men. As such, experts recommend that clinicians should screen girls and women aged 13 and older for anxiety disorders. The process of diagnosis entails a review of the patient's mental health history and an interview to evaluate the person's perceptions and experiences.