1 / 19

2010 Special Education Hearing Officers and Mediator Training (San Diego) The Nexus Between the DSM & IDEA: Social M

2010 Special Education Hearing Officers and Mediator Training (San Diego) The Nexus Between the DSM & IDEA: Social Maladjustment v. Emotional Disturbance Mary Schwartz, Impartial Hearing Officer, Illinois. DO THEY GO TOGETHER?. DSM-IV. IDEA. DIFFERENT PURPOSES …. IDEA. DSM-IV.

noelle
Download Presentation

2010 Special Education Hearing Officers and Mediator Training (San Diego) The Nexus Between the DSM & IDEA: Social M

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. 2010 Special Education Hearing Officers and Mediator Training (San Diego) The Nexus Between the DSM & IDEA: Social Maladjustment v. Emotional Disturbance Mary Schwartz, Impartial Hearing Officer, Illinois

  2. DO THEY GO TOGETHER? • DSM-IV • IDEA

  3. DIFFERENT PURPOSES … IDEA DSM-IV Official nomenclature for professionals Differential diagnosis based on medical model Treatment planning Third party reimbursement • Determine eligibility for special education and related services • Develop educational program to meet unique needs of individual student

  4. DIFFERENT CRITERIA … IDEA ELIGIBILITY DSM-IV AXES AXIS I: Clinical Disorder AXIS II: Personality Disorders and Mental Retardation AXIS III: General medical conditions AXIS IV: Psychosocial and environmental problems AXIS V: Global Assessment of Functioning (GAF) • Child must have at least one of disabilities defined in regulations • Disability must adversely affect child’s educational performance • Because of above, child needs special education and related services

  5. 16 DSM-IV DIAGNOSTIC CATEGORIES Those most likely to appear in due process complaints/hearings • Disorders usually first diagnosed in infancy, childhood or adolescence • Mood Disorders • Impulse Control Disorders • Anxiety Disorders • Schizophrenia and Other Psychotic Disorders • Personality Disorders • Substance Abuse Disorders • Somatoform Disorders • Eating Disorders • Sleep Disorders • Adjustment Disorders

  6. DISORDERS USUALLY FIRST DIAGNOSED IN INFANCY, CHILDHOOD, OR ADOLESCENCE • Intellectual and Cognitive Impairments • Mental Retardation • Learning Disorders • Motor Function Impairments • Motor Skills Disorder • Tic Disorders • Stereotypic Movement Disorder

  7. DISORDERS USUALLY FIRST DIAGNOSED IN INFANCY, CHILDHOOD, OR ADOLESCENCE • Disruptive or Self-Injurious Behavior Disorders • Attention Deficit Disorders • Conduct Disorder • Oppositional Defiant Disorder • Feeding and Eating Disorders of Early Childhood • Elimination Disorders • Separation Anxiety Disorder • Reactive Attachment Disorder of Infancy or Early Childhood • Information Exchange Disorders • Pervasive Developmental Disorders • Communication Disorders • Selective Mutism

  8. MOOD DISORDERS • Predominant Feature: Disturbance in mood • Mood episodes are building blocks for diagnoses of mood disorders • Divided into: • Major Depressive Disorder • Dysthymic Disorder • Bipolar Disorders • Cyclothymic Disorder

  9. IMPULSE CONTROL DISORDERS • Conduct Disorder • Oppositional Defiant Disorder (ODD) • Intermittent Explosive Disorder (IED) • Pyromania, Trichotillomania

  10. ANXIETY DISORDERS • Panic Disorders • Phobias • Post Traumatic Stress Disorder (PTSD) • Generalized Anxiety Disorder • Substance-Induced Anxiety Disorder

  11. SCHIZOPHRENIA & PSYCHOTIC DISORDERS • Schizophrenia • Psychotic Disorder NOS • Brief Psychotic Disorder PERSONALITY DISORDERS • Narcissistic Personality Disorder • Borderline Personality Disorder

  12. SUBSTANCE ABUSE DISORDERS • Substances include alcohol, illegal drugs, medications • Categories • Substance Dependence • Substance Abuse • Substance Intoxication • Substance Withdrawal

  13. SOMATOFORM, EATING & SLEEPING DISORDERS • Somatization Disorder • Body Dysmorphic Disorder • Anorexia Nervosa & Bulimia Nervosa • Breathing Related Sleep Disorder • Sleep Walking Disorder ADJUSTMENT DISORDERS • Emotional or behavioral symptoms in response to identifiable stressor (symptoms are not bereavement)

  14. DSM-IV IS RELEVANT…… • Symptoms per above diagnoses provide information that may be relevant to determination of emotional disorder • Expert testimony may reference and discuss DSM-IV symptomatology BUT NOT SUFFICIENT

  15. THREE PART ANALYSIS REQUIRED • One or more of the characteristics listed • Over long period of time and to marked degree, and • Adversely affects educational performance

  16. E.D. CHARACTERISTICS • Inability to learn that cannot be explained by intellectual, sensory, or health factors • Inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behaviors or feelings under normal circumstances • General pervasive mood of unhappiness or depression • Tendency to develop physical symptoms or fears associated with personalor school problems • Includes schizophrenia • Does not apply to social maladjustment unless it is determined that chihad emotional disorder per above.

  17. SOCIAL MALADJUSTMENT “Teenagers, for instance, can be a wild and unruly bunch. Adolescence is, almost by definition, a time of social maladjustment for many people.” Springer v. Fairfax County School, 134 F.3d 659,664 (4th Cir. 1998). Characterized by: • Intentionality • Little remorse • Lack of empathy • Failure to take responsibility for behavior

  18. ADVERSE IMPACT • Parameters of educational performance • Quantity of impact • If adverse impact, must still determine that student needs special education and related services

  19. FURTHER CONSIDERATIONS … • Does it matter when emotional disorder is raised – at case study evaluation stage or at MDR? • If a parent is pro se, do we approach questioning of experts differently when DSM-IV diagnosis is raised in testimony? • If we hold a degree and/or certification as clinician, can we use that expertise (and opinions formed thereupon) as part of our decision? • If decision is for district, what about commenting in decision on difficulties faced by family due to student’s emotional problems?

More Related