Changes to DSM-5 ADHD Diagnosis

Autor/in	Gibbons, Elizabeth
Titel	Changes to DSM-5 ADHD Diagnosis
Quelle	In: Communique, 42 (2013) 3, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Clinical Diagnosis; Diagnostic Tests; Change; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); School Psychologists; Behavior Disorders + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Wandel; Psychiatrische Symptomatik; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	According to the American Psychiatric Association (APA), attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that begins in childhood and is characterized by significant inattention and/or hyperactivity--impulsivity that impact one's functioning or development. It is among the most prevalent disorders in school-age students, occurring in approximately 5% of children, with a male to female ratio of 2:1 during childhood. ADHD is typically identified while children are attending elementary school and symptoms often persist into adolescence and adulthood. Given the impact of ADHD symptoms on academic achievement, students with ADHD sometimes receive special education services. Although the diagnostic category of ADHD within the Diagnostic and Statistical Manual of Mental Disorders (DSM) does not correspond directly with the eligibility categories within the Individuals with Disabilities Education Act, school psychologists are increasingly tasked with using the DSM system to identify students with psychiatric diagnoses (House, 2002). For this reason, it is important that school psychologists become familiar with a number of critical changes to the disorder within the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This article reviews changes made to specific diagnostic criteria with an emphasis on changes that may be relevant in the school context. Staying abreast of the current criteria is essential not only to assist in individual assessment and treatment or educational planning, but also in order to be an effective advocate and consultant for others in the student's life. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01