The Diagnostic And Statistical Manual Of Mental Behaviors

Kimberly came to Touch of Healing Counseling Center as a referral from Oak Park Church. She is being considered for the position of senior pastor at Oak Park Church. The leadership team of the church requested she be evaluated for suitableness for the position of senior pastor.

From the age of fifteen months through nineteen months Dominic’s physical, social, language and cognitive development has matured. Although Dominic’s physical development has matured, he is below the norms in fine motor development when he makes towers or puts together puzzles; His fine motor skills although match the norms (My Virtual Child). Socially, Dominic gets along with children well although he began to show separation anxiety around eighteen months. Along with the separation anxiety, he is securely attached to both parents yet he is less clingy and is interested in exploring (My Virtual Child). Dominic’s communication skills and language comprehension and production are typically developing. He uses the word me a lot and knows over 50 words which he puts into sentences such as “doggie outside” (My Virtual Child).

|The duration of this behavior is exhibited daily in 3 out of 6 class periods. |

There are several therapies that have been developed throughout the years to help children with the disorder. The Applied behavioral analysis (ABA); the educational therapy, which focus on educational and cognitive skills; the medical and related interventions, and the Allied health therapy, that focus on language development, it includes: “speech/language, occupational, and physical therapists, including auditory and sensory integration, music therapy, and language therapies (e.g., Picture Exchange Communication System [PECS])” (Agency for Healthcare research and quality, 2014). However, the main idea of this research paper is to focus on the music therapy approach, which can serve as an important tool to develop basic verbal and nonverbal communication in

The treatment produced replicable suppression of behavior problems across four disabled children. The results were reliable with the hypothesis, which states that some child problem behaviors are seen as nonverbal means of communication. The study consisted of two females and two males. Two of the individuals have brain damage, one is

The Center for Behavioral Sciences (CBS) is a private non-public agency that provides treatment to children with developmental disabilities and autism. The main headquarters is currently located in Irvine, California, but services are provided all throughout Southern California in Beach Cities (South Bay Beach Cities to Long Beach and from Culver City to Norwalk and Cerritos), Orange County, Los Angeles, San Fernando Valley, San Gabriel Valley/Pomona, and the Inland Empire. CBS currently has 145 employees and about 300 clients give or take. Monetary figures are not authorized to be given at this point.

The DSM – IV – TR (APA, 2000) described two subtypes of the disorder which was identified to be caused by pathogenic care as evidenced by persistent disregard of the child’s emotional and physical needs (Corbin, 2007, p. 540). The subtypes are:

Autism is a genetic disorder referred to as Autism Spectrum Disorder (ASD) (Makin, 2015). Characteristics of autism show general repetitive behaviors such as hand flapping, rocking, and head banging before the age of three (Makin, 2015). ASD has a variety of neurological and physical symptoms however, some children have high IQ?s with only restrained social deficiencies (Makin, 2015). Children with serious autism can be intellectually disabled and socially awkward (Makin, 2015). They can have problems with

Some children may be advanced in their use of oral language while others may be an even more advance in discovering the power of spoken words.   While some children may be advanced in their motor skills while others might be reluctant to use play toys, equipment or engage in any building activities or crafts projects.  Growth patterns can also be different in children and can vary. Atypical behaviors should be noted and carefully recorded. They may be isolated events that have little or no impact on future development. They might, however, be early-warning signs of subsequent and more significant problems. Patterns of atypical behavior can be useful in confirming areas of

Depression is more common in Women than in men. When my grandmother died—my mom’s mother— my mother went in to severe depression. I know that losing a parent can never be easy. People grief differently. My mom suffers from high blood pressure and so when she heard the news that my grandmother had died we immediately had to take her to the hospital. There, they had to regulate her blood pressure because she was really bad and would not stop crying. It was hard to see. After she was released from the hospital and we went through the whole burial service she became extremely depressed. She would go to work but was always tired. She just wanted to be in bed. She was always sad. When we would sit at the dinner

This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult

Based on direct observation, Azizeh displayed several maladpative behaviors throughout the assessment. She engaged in hand flapping three times, rubbed her hair rapidly 12 times, and verbally stimmed six times. She engages in these behaviors in front of people and/or when presented with demand. She displayed no tantrum behaviors (i.e. she will throw herself on the floor, cry, and scream). She ran off/eloped into the kitchen to get a snack when given a demand. She eloped and/or attempted to elope seven times. She either ran towards the family room, upstairs, or the kitchen and laughed and smiled when she ran to family room. Daily living skills and socialization where probed next. Based on direct observation, she did not wipe her mouth when eating and she needed reminders/prompts to clean up two out of five times. In regards to socialization, she was observed to engage in parallel play with the clinical team and her sister. However, her sister was observed to hit her when she wanted a preferred item (i.e. iPad).

Connor continued to be engaged throughout the term even with school and personal stressors. He started the term with areas he wanted to develop and grow in. Every week he came to supervision open to learn and explore his skills as well as learn from both his colleague and supervisor. He was always engaged and asked relevant and important questions to aid in discussion during supervision. Connor has made progresses in assessing for RISK. He has gained more confidence in his skills and training which have allowed him to work on and reduce his judgmental tone. He has become more comfortable with sitting with clients and realizing that change and progress for clients can be slow. He has been able to demonstrate a more natural flow with gathering information about antecedents and consequences affecting clients changing behaviors and using open-ended questions that allow for further exploration.

The current Diagnostic and Statistical Manual of Mental Disorders (DSM), now in its 5th edition, defines attention-deficit/hyperactivity disorder (ADHD) as persistent cycles of inattention and/or hyperactivity-impulsivity that inhibit an individual’s ability to function or interferes with their development (American Psychiatric Association, 2013). Inattention is said to manifest though behaviours such as wandering off and difficulty in maintaining focus. Hyperactivity on the other hand, manifests in an extreme relentlessness at a given activity, or persisting with an activity to the extent that it wears out others. To be diagnosed with ADHD according to the DSM-5, six or more symptoms must be met in regarding inattention and or

While thirteen-year-old Genie’s behaviors may have been indicative of intellectual disability, her lifelong experience of severe isolation, neglect, and abuse raised a question for the scientists in Linda Garmon’s (1994) Secret of the Wild Child: Was Genie born intellectually disabled or were her abnormal behaviors and lack of language a result of brain damage caused by the extremely adverse environmental experiences Genie endured during development? To assist in reaching an appropriate diagnosis and subsequent treatment planning, I would choose to do a behavioral assessment, specifically, behavioral observation and recording to evaluate Genie. This method of evaluation involves direct observation of a child’s behavior within everyday settings