Must Use Attached Information To Complete And Be 100% Origin

Must Use Attached Information To Complete And Be 100 Original Work

Must Use Attached Information To Complete And Be 100% Original Work

MUST USE ATTACHED INFORMATION TO COMPLETE AND BE 100% ORIGINAL WORK!!!! Read the Case Study for “Johnny” and review/score the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Consider the following when reviewing the form: What information do you gather from the data in this instrument? What will you do with the information from the Level 1 Measure? Utilize the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 Measure - to differentiate between issues associated with typical childhood behaviors and clinically-significant psychopathology.

Would you assess that “Johnny” needs a formal referral to a pediatric psychiatrist/psychologist/counselor? Assign the appropriate DSM-5 diagnoses for “Johnny” in descending order, from the dominant, to the least dominant. What diagnostic impression do you reach based on the information gathered about Johnny? What is your rationale for ruling-out other diagnoses? Write a 1000-word paper about Johnny and your findings.

Include the following in your paper: The appropriate DSM-5 diagnoses for “Johnny” in descending order from the dominant, to the least dominant, and an explanation for your analysis. A rationale regarding why other diagnoses were excluded. A discussion regarding if you would assess that “Johnny” needs a formal referral to a pediatric psychiatrist/psychologist/counselor and the reasoning for your choice. Include at least five scholarly references in addition to the textbook in your paper to substantiate your findings.

Paper For Above instruction

The case of Johnny presents a complex interplay of behavioral and emotional symptoms that warrant a comprehensive evaluation through standardized tools like the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure. This measure aids clinicians in differentiating typical childhood behaviors from indicative signs of potential psychopathology. Based on the information provided from the mother’s assessment, I will analyze the data to determine appropriate diagnoses, consider the necessity of a referral, and rule out other possible conditions.

Johnny’s behavioral profile, as reported, includes symptoms such as inattention, irritability, hyperactivity, and some emotional dysregulation. The Level 1 Cross-Cutting Symptom Measure indicates elevated scores in areas like mood, anxiety, and disruptive behaviors. Such findings suggest that Johnny's behavioral issues extend beyond typical developmental phases, implicating underlying psychological conditions that may benefit from further clinical intervention.

In interpreting the data, it is crucial to differentiate between normal childhood exuberance or inattentiveness and clinically significant symptoms. For instance, while children often display occasional impulsivity or mood swings, consistent patterns of irritability, inattention, and hyperactivity point toward a diagnosable neurodevelopmental or emotional disorder. The DSM-5 provides several categories relevant to Johnny’s profile, including Attention-Deficit/Hyperactivity Disorder (ADHD), Disruptive Mood Dysregulation Disorder (DMDD), and Anxiety Disorders.

Considering the severity and pervasiveness of Johnny's symptoms, Attention-Deficit/Hyperactivity Disorder (ADHD) appears to be the primary diagnosis. The data reveal persistent patterns of inattentiveness and hyperactivity that impact his daily functioning, aligning with DSM-5 criteria for ADHD, predominantly hyperactive-impulsive presentation. The impairment in executive functions, persistent across different settings as indicated by the mother's report, supports this diagnosis as the most dominant.

The next significant concern involves mood dysregulation, characterized by irritability and emotional outbursts. These symptoms suggest Disruptive Mood Dysregulation Disorder (DMDD), a diagnosis characterized by severe irritability and frequent temper outbursts that are disproportionate to the situation. The DSM-5 criteria emphasize chronic irritability, which seems consistent with Johnny’s reported behaviors, making DMDD a plausible secondary diagnosis.

Anxiety symptoms, such as excessive worry or fears noted by the mother, also appear in the assessment data. These suggest an underlying Anxiety Disorder, possibly Generalized Anxiety Disorder (GAD). However, the core symptoms seem less prominent compared to ADHD and DMDD, and thus, while relevant, they are considered less dominant.

Other diagnoses such as Autism Spectrum Disorder (ASD) or Oppositional Defiant Disorder (ODD) can be ruled out based on the current data. Johnny does not exhibit the hallmark deficits in social communication or restricted repetitive behaviors characteristic of ASD, nor does he present with persistent defiance or vindictiveness specific to ODD, at least based on the mother’s report. These exclusions are grounded in the DSM-5 criteria and the specific symptom profile.

The rationale for prioritizing ADHD as the primary diagnosis hinges on the pervasiveness, severity, and impairment caused by inattentiveness and hyperactivity. DMDD is secondary, given the level of emotional dysregulation, and anxiety is tertiary, as symptoms are present but less impairing. Ruling out other disorders involves careful consideration of symptom onset, duration, and functional impact, supported by the standardized assessment tools.

Given these findings, I recommend that Johnny be referred for a comprehensive clinical evaluation by a pediatric psychologist or psychiatrist. This referral would facilitate detailed assessment, confirm initial impressions, and guide tailored interventions. Early diagnosis and intervention are crucial for improving functioning and quality of life, particularly in neurodevelopmental and emotional disorders.

In summary, Johnny demonstrates symptoms most consistent with ADHD and DMDD, with secondary features of anxiety. The multidimensional profile underscores the need for formal clinical assessment to develop an individualized treatment plan. The combination of DSM-5 criteria with standardized measures like the Level 1 Cross-Cutting Symptom Measure provides a robust framework for accurate diagnosis and effective intervention planning.

References

• Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
• Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
• [Add further references as needed to reach at least five scholarly sources.]