Diagnosis of Anxiety Disorders
Name of the student
Institutional affiliation
Date
‘Diagnosis of Anxiety Disorders’
Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Rosslyn goes for a check, and the doctor diagnosis her with intellectual disability, ICD-11. The specifiers are reasoning, academic learning, organization, and problem-solving. The severity levels are mild, moderate, and profound levels as DSM-5 defines and have a basis on adaptive operational in the social, practical, and social spheres (Brown, Brown & Dibiasio, 2013). Identifying the disorder is essential for people not in a position to carry out systematic evaluations of intellectual functioning, including young children who cannot take part in standardized testing.
- Mild
318.0(F71) Moderate
318.2(F73) Profound
318.1(F72) Severe
- Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Rosslyn has an intellectual disability because there is a marching of the symptoms with the diagnosis. Impairment of general mental abilities is a symptom of intellectual disability which influences the adaptive functioning in three domains. The conceptual areas are language, writing, knowledge, math, and memory. Although Rosslyn seemed to comprehend her studies, she could not organize her ideas adequately to note them down the book.
- Discuss other disorders you considered for this diagnosis and eliminated (the differential diagnoses).
- Specific learning disorder – the diagnosis of the disease as the name indicates occurs when there are particular discrepancies in a person’s capability to understand or process information sufficiently and precisely.
- Communication disorders – speech sound disorder, pragmatic communication disorder, and childhood –fluency disorder.
- Autism spectrum disorder- portrays characteristics of persistent deficits in social communication and social relations.
Describe an evidence-based assessment scale that would assist in the ongoing validation of your diagnosis. Wechsler scale is the most common assessment tool in identifying intellectual disability. When there is a proper measuring of the intelligence quotient, the excellent approximation of mental functioning is obtained. A range of 70-75 is the suitable upper limit of intelligence quotient as the cut off point for intellectual disability (Patel et al., .2018). The other tool is Kaufman Brief Intelligence Test-Second Edition used when there is an impossibility in using the Wechsler Intelligence Scale for Children-Fifth Edition.
- Recommend a specific intervention and explain why this intervention may be effective in treating the client. Support your recommendation with scholarly references and resources.
Dialectical behavioral therapy (DBT) is a multimodal, cognitive behavior treatment aimed to treat obstinate, behavioral anomalies, and emotive patterns. Various randomized controlled trials indicate the effectiveness of DBT in lowering self-inflicted harm and hospitalization days, where it enhances therapy retention and global functioning for women with a borderline personality disorder. In treating intellectual disability, the incorporation of cognitive behavioral theory and DBT necessitates mindfulness practice and dialectical approaches to providing a coping skills group (Brown, Brown & Dibiasio, 2013). Through the treatment, persons accept themselves and transform their behavior where the therapist guarantees that there is positive reinforcement. It aids in handling self-invalidation and reinforces configurations of intensifying sentiments that are fundamental aspects linked with perplexing comportments.
References
Brown, J. F., Brown, M. Z., & Dibiasio, P. (2013). Treating individuals with intellectual disabilities and challenging behaviors with adapted dialectical behavior therapy. Journal of mental health research in intellectual disabilities, 6(4), 280-303.
Patel, D. R., Apple, R., Kanungo, S., & Akkal, A. (2018). Intellectual disability: definitions, evaluation, and principles of treatment. Pediatric Medicine, 1, 11. Retrieved from http://pm.amegroups.com/article/view/4626/html