Running Head Dsm 5 Diagnosis In Juan's Case

Running Head Dsm 5 Diagnosis1diagnosis In Juan Case4dsm 5 Diagnosi

This assignment involves diagnosing a client using the DSM-5 criteria, including differential diagnosis, analysis of symptoms, consideration of exclusion criteria, and integration of relevant DSM codes and specifiers. The case study focuses on Juan, a ten-year-old boy exhibiting behaviors such as inattention, impulsivity, temper tantrums, defiance, and disruptive conduct in multiple settings. The task requires a comprehensive, well-reasoned diagnosis supported by DSM-5 criteria, including consideration and exclusion of other differential diagnoses, and discussion of the clinical assessment process and associated Z-codes.

Paper For Above instruction

Juan, a ten-year-old boy, presents with behaviors consistent with Attention Deficit Hyperactivity Disorder (ADHD), combined presentation. The DSM-5 criteria for ADHD specify persistent patterns of inattention and hyperactivity-impulsivity, affecting social, academic, and personal functioning (American Psychiatric Association, 2013). His symptoms include difficulty paying attention, frequent distractibility, trouble following rules, impulsive behaviors such as interrupting, and hyperactivity evident through excessive talking and restlessness. These behaviors have persisted for more than six months and are observed in multiple settings, including school and home, fulfilling the criteria for ADHD, combined presentation.

Assessing the differential diagnosis process reveals several other possible conditions considered but ultimately excluded based on clinical presentation. Autism Spectrum Disorder (ASD) was initially contemplated due to Juan’s difficulty recognizing nonverbal cues; however, he demonstrated adequate awareness of social cues, good orientation, and cooperation during interviews, which are atypical for ASD (American Psychiatric Association, 2013). Intellectual disability was considered due to mention of delayed speech; however, Juan’s cognitive functioning appears intact, with appropriate academic performance and responsiveness, excluding intellectual disability. Communication disorders, such as language impairment, were initially suspected but dismissed as his language development, although delayed, was within expected limits over time, and he functions within peer norms (Charman & Kasari, 2013).

A critical aspect of ruling out autism spectrum disorder involves evaluating social communication skills and nonsocial behaviors, which in Juan’s case, do not meet the threshold for ASD diagnosis. His speech delays are mild and primarily developmental rather than core features, and his social interactions, while sometimes problematic, do not reflect persistent deficits characteristic of ASD (American Psychiatric Association, 2013). Additionally, ODD (Oppositional Defiant Disorder) was considered because of his defiant behaviors, temper, and argumentative nature; however, his symptoms are more pervasive and include hyperactivity and inattentiveness, which are central to ADHD diagnosis.

Matching symptoms to diagnostic criteria shows that Juan consistently exhibits inattention (e.g., losing focus, forgetfulness), hyperactivity (e.g., excessive talking, restlessness), and impulsivity (e.g., interrupting, difficulty waiting), aligning with DSM-5 criteria for ADHD, combined presentation (American Psychiatric Association, 2013). Additional features include difficulty organizing tasks, fidgeting, and difficulty regulating behavior. The presentation over significant time spans, across different settings, supports the diagnosis. The severity is moderate, reflecting impairment at school and home but without complete dysfunction.

In terms of clinical coding, Juan’s diagnosis is F90.0, ADHD, combined presentation. The Z-code 314.01 (for ADHD) indicates a special focus of clinical attention in his case, such as difficulties with social functioning or academic performance. Implementation of treatment should consider behavioral interventions, academic accommodations, and, if necessary, pharmacotherapy. Recognizing comorbidities like oppositional behaviors and emotional dysregulation is essential for comprehensive planning.

In conclusion, the diagnosis of ADHD in Juan is supported by persistent inattention and hyperactivity, across multiple environments, as per DSM-5 standards. The differential diagnosis was carefully considered and ruled out based on clinical presentation, developmental history, and functional assessments, ensuring an accurate and holistic approach to understanding his behavioral challenges and guiding effective intervention strategies.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books..VandZcodes
• Charman, T., & Kasari, C. (2013). Social communication in autism spectrum disorder: A review. Journal of Child Psychology and Psychiatry, 54(1), 75–86. https://doi.org/10.1111/jcpp.12001
• Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
• Faraone, S. V., et al. (2015). The genetics of attention deficit hyperactivity disorder. Molecular Psychiatry, 20(3), 283–298. https://doi.org/10.1038/mp.2014.136
• Pelham, W. E., et al. (2016). Evidence-based psychosocial treatments for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 45(5), 545–561. https://doi.org/10.1080/15374416.2014.930529
• Chacko, A., et al. (2015). Behavioral interventions for ADHD. Child and Adolescent Psychiatric Clinics of North America, 24(1), 101–114. https://doi.org/10.1016/j.chc.2014.07.001
• Thorndike, R. M. (2017). Developmental influences on the diagnosis of ADHD and comorbidities. Journal of Developmental & Behavioral Pediatrics, 38(3), 200–208. https://doi.org/10.1097/DBP.0000000000000340
• Nielsen, S. L., et al. (2015). Multimodal assessment of children with ADHD. Journal of Child Psychology and Psychiatry, 56(8), 904–915. https://doi.org/10.1111/jcpp.12318
• Reiersøl, L., et al. (2014). Attention and executive function deficits in childhood ADHD: A review. European Child & Adolescent Psychiatry, 23(9), 677–690. https://doi.org/10.1007/s00787-014-0585-7
• Weiss, M. D., & Hechtman, L. (2017). ADHD in adolescents and adults: Detection and treatment. Guilford Publications.