Correct Answer: E. It replaces the DSM-IV diagnoses of reading disorder, mathematics disorder, disorder of written expression, and learning disorder not otherwise specified. (Page 69-70). academic domains and subskills that are impaired" at the time of assessment. Which of the following statements about specific learning disorder is false? A.
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The DSM-5 diagnosis of intellectual developmental disorder includes severity specifiers—Mild, Moderate, Severe, and Profound—with which to indicate the level of supports required in various domains of adaptive functioning. Which of the following features would not be characteristic of an individual with a "Severe" level of impairment?
A 16-year-old boy with a long history of defiant behavior toward authority figures also has a history of aggression toward peers (gets into fights at school), toward his parents, and toward objects (punching holes in walls, breaking doors). He frequently lies, and he has recently begun to steal merchandise from stores and money and jewelry from his parents. He does not seem pervasively irritable or depressed, and he has no sleep disturbance or psychotic symptoms. What is the MOST LIKELY diagnosis?
B. The boy meets criteria for ODD because of the presence of tantrums and defiant behavior
All of the above. A 19-year-old college student is brought by ambulance to the emergency department. His college dorm supervisor, who called the ambulance, reports that the student was isolating himself, was pacing in his room, and was not responding to questions.
a. Symptoms of ASD are typically recognized during the second year of life (12-24 months of age)
A. The boy does not meet criteria for Oppositional Defiant Disorder (ODD)
Answer: E. The specifiers mild, moderate, severe, and profound are based on IQ scores.
E. Prenatal, perinatal, and postnatal etiologies of intellectual developmental disorder are demonstrable in approximately 33% of cases.
B. "Deficits in adaptive functioning" refers to problems with motor coordination.
Individuals with intellectual disability may have difficulty in managing their behavior, emotions, and interpersonal relationships and in maintaining motivation in the learning process.
Assessment procedures for intellectual disability must take into account factors that may limit performance, such as sociocultural background, native language, associated communication/language disorder, and motor or sensory handicap.
Even if early and ongoing interventions throughout childhood and adulthood lead to improved adaptive and intellectual functioning, the diagnosis of intellectual disability would continue to apply.
For individuals with intellectual disability, the full-scale IQ score is a valid assessment of overall mental abilities and adaptive functioning, even if subtest scores are highly discrepant.