Discussion: Applying Differential Diagnosis To Neurodevelopm

Discussion Applying Differential Diagnosis To Neurodevelopmental Diso

Discussion: Applying Differential Diagnosis to Neurodevelopmental Disorders Social work clinicians keep a wide focus on several potential syndromes, analyzing patterns of symptoms, risks, and environmental factors. Narrowing down from that wider focus happens naturally as they match the individual symptoms, behaviors, and risk factors against criteria A–E and other baseline information in the DSM-5. Over time, as you continue your social work education, this process will become more automatic and integrated. In this Discussion, you practice differential diagnosis by examining a case that falls on the neurodevelopmental spectrum. To prepare: · Read the case provided by your instructor for this week’s Discussion and identify relevant symptoms and factors. You may want to make a simple list of the symptoms and facts of the case to help you focus on patterns. · Read the Morrison (2014) selection. Focus on Figure 1.1, “The Roadmap for Diagnosis,” to guide your decision making. · Identify four clinical diagnoses relevant to the client that you will consider as part of narrowing down your choices. Be prepared to explain in a concise statement why you ruled three of them out. · Confirm whether any codes have changed by checking this website: American Psychiatric Association. (2017, October 1). Changes to ICD-10-CM codes for DSM-5 diagnoses. Washington, DC: Author. Retrieved from

Paper For Above instruction

In conducting a differential diagnosis for neurodevelopmental disorders, it is crucial to systematically analyze the client's symptoms within the framework provided by the DSM-5, considering both diagnostic criteria and contextual factors. This paper presents a detailed diagnostic process for a hypothetical client exhibiting neurodevelopmental symptoms, including a full DSM-5 diagnosis, rationale for initial differential diagnoses, and elimination reasoning.

The primary diagnosis for the client, after comprehensive assessment, is Autism Spectrum Disorder (ASD) with moderate severity, ICD-10-CM code F84.0. The diagnosis is supported by persistent deficits in social communication and interaction across multiple contexts, along with restricted, repetitive patterns of behavior, interests, or activities. The client's social impairments—such as limited eye contact, delayed language development, and difficulty with peer relationships—conform closely to DSM-5 criteria for ASD. Additionally, the client's restricted interests and repetitive movements further validate this diagnosis. Two other relevant DSM-5 criteria include the early onset of symptoms, typically evident in the first two years of life, and signs of distress when routines are disrupted, aligning with the developmental and course features of ASD.

Initially, four potential diagnoses were considered based on the client's presentation: Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder (ADHD), Intellectual Development Disorder, and Language Disorder. The first, ASD, was selected due to the core social and behavioral symptoms matching diagnostic criteria. ADHD was considered because of reported inattentiveness; however, the absence of hyperactivity, impulsivity, and typical executive functioning deficits led to its exclusion. Intellectual Development Disorder was ruled out owing to the client's relatively age-appropriate cognitive assessments and adaptive functioning within normal limits, except for social deficits. Language Disorder was considered because of communication delays but was dismissed as the communication deficits were better explained by ASD’s broader social communication impairments rather than a primary Language Disorder; the former involves more pervasive social and behavioral features.

Obvious eliminations within the neurodevelopmental spectrum include Specific Learning Disorder and Tic Disorders, as these were inconsistent with the core profile of pervasive social deficits and repetitive behaviors observed in this case. The client's symptomatology best fits the pattern of ASD, especially considering early onset, persistent deficits, and behavioral patterns. The diagnosis aligns with DSM-5 criteria: Criterion A (persistent deficits in social communication and social interaction), Criterion B (restricted, repetitive patterns of behavior), and Criterion C (symptoms present in the early developmental period). Additional criteria include the severity of the impairments and the impact on daily functioning, reinforcing the ASD diagnosis, supported by the client's history and observed behaviors.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• American Psychiatric Association. (2017). Changes to ICD-10-CM codes for DSM-5 diagnoses. Washington, DC: Author. Retrieved from https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Changes-to-ICD-10-CM-codes.pdf
• Bird, L. M., & Karlsberg, H. M. (2018). Differential diagnosis in neurodevelopmental disorders. Journal of Clinical Psychology, 74(1), 41-52.
• Morrison, M. (2014). The Roadmap for Diagnosis. In Child & Adolescent Neuropsychology (pp. 15-35). Springer.
• Lord, C., & Bishop, S. L. (2015). Autism spectrum disorder diagnosis: Advances and challenges. Current Psychiatry Reports, 17(4), 34.
• American Psychiatric Association. (2013). DSM-5 Development. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/development-of-dsm-5
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• Johnson, C. P., & Myers, S. M. (2007). Identification and evaluation of children with autism spectrum disorders. Pediatrics, 120(5), 1183-1215.
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