DSM-IV Diagnosis in the Schools [Hardcover]

Alvin E. House (Author), House (Author)

Book Description

ISBN-10: 1572303468 | ISBN-13: 978-1572303461 | Publication Date: December 11, 1998 | Edition: 1st

Familiarity with the DSM-IV has become an integral part of child and school psychology. Specific diagnoses are increasingly required for educational placement, funding and resource allocation, and treatment planning. This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. Throughout, the author explains terms, concepts, and procedures that might be less familiar to practitioners in a school environment.

Editorial Reviews

Review

"School psychologists are increasingly being required to supply DSM-IV diagnoses for the children and adolescents they work with. Reflecting the author's more than 20 years of experience in child assessment and diagnosis, this comprehensive book familiarizes readers with the many features of DSM-IV. House provides useful decision trees for differential diagnosis and illuminates complex diagnostic and professional issues with examples drawn from school-based practice. This uniquely practical book should be required reading for all current and future school practitioners." --Mark E. Swerdlik, PhD, Professor of Psychology and Coordinator of Graduate Programs in School Psychology, Illinois State University

From the Back Cover

School psychologists are increasingly being required to supply DSM-IV diagnoses for the children and adolescents they work with. Reflecting the author's more than 20 years of experience in child assessment and diagnosis, this comprehensive book familiarizes readers with the many features of the DSM-IV. House provides useful decision trees for differential diagnosis and illuminates complex diagnostic and professional issues with examples drawn from school-based practice. This uniquely practical book should be required reading for all current and future school practitioners (Mark E. Swerdlik, PhD, Illinois State University).

See all Editorial Reviews

Product Details

• Hardcover: 230 pages
• Publisher: Guilford Press; 1st edition (December 11, 1998)
• Language: English
• ISBN-10: 1572303468
• ISBN-13: 978-1572303461
• Product Dimensions: 9.1 x 6.2 x 0.9 inches
• Shipping Weight: 1.1 pounds
• Average Customer Review: 4.4 out of 5 stars  See all reviews (5 customer reviews)
• Amazon Best Sellers Rank: #1,653,839 in Books (See Top 100 in Books)

More About the Author

Discover books, learn about writers, read author blogs, and more.

Customer Reviews

Most Helpful Customer Reviews

9 of 9 people found the following review helpful:

5.0 out of 5 stars 2002 Updates for DSM IV-TR and IDEA 97 Revised, October 10, 2002

By 

L. Dann "adhdmom" (Philadelphia, Pennsylvania United States) - See all my reviews
(REAL NAME)   

This review is from: DSM-IV Diagnosis in the Schools, Revised Edition (The Guilford School Practitioner Series) (Hardcover)

Alvin House incorporates some true wisdom into this reference. Indeed they are in my opinion bits of details that are either not taught in grad schools or not emphasized in training people to work with school populations. As opposed to adults, he points up, children's diagnoses are fluid and evolving- there are, if we are effectively treating the conditions, more opportunities to bypass chronicity and co-morbid patterns. Less matching symptom to condition to diagnosis. (Another reason, for the No Child Left Behind Folks- to re-evaluate frequently- not, as they would have, to eliminate the need for the 3 year requirement.) Furthermore, he warns of a real personal irritant, and that is NOT TO TAKE KIDS AT THEIR WORD, when discussing their emotions and their reactions to their world. He puts it better than anyone I've ever heard when he says that when you're ruling out mental illness, depression, anxiety, etc. remember, "Kids walk the walk, they don't talk the talk!." You need to use collateral information, observation, medical reports, etc. Some other gems-Always be careful with a personality diagnosis and never diagnose when the youngster is in the throes of an acute mood disorder, depressive reaction, adjustment,etc.
The integration of the revised manual with the latest IDEA interpretations is the best that I have found. Read the complicated but controversial 'label' and 'classification' debacle for Social Maladjustment and/ or Disruptive Behaviors. The former does not qualify for an IEP but the latter as a condition of ADD and many others- does. Look out as well for the changes relative to those and the politicized furor over discipline in special education. If an eligible child misbehaves as a result of his disability- technically, that child should not be excluded or otherwise consequenced. They are moving to amend that- truth be told, nobody upholds it anyway- but it can always lead to litigation. I encourage people to remain abreast of those IDEA revisions as well as the ramifications of erring on the diagnosis- high stakes- for the child, and for you.
Other updates are more about spectrum disorders, clustering of symptoms and, the diagnosis of conduct disorder- which I understood was no longer to be given to anyone under 18. Any of the disruptive, (externalizing) behaviors - You get my drift- dx's- should be evaluated as to if they are a result of environmental malignancy, (Like that?) or the neuropsychiatric composition of the child. Nature vs. Nurture.
The weakness in this and every resource I have checked is in the Learning Disorders. I cannot tell you how many people are wandering around shaking their head over the Disorder of Written Expression DX. Kids who write get it. Kids who comprehend get it. Kids who can write lousy but can write get it- then those kids get accused of laziness and as one mom put it, "Is my son using his IEP as a crutch?" He covers the changes in PDD, Tics as they are either involuntary muscular movements or if they fall within the category of inappropriate and malignant movements of autism. Difference? The latter are used pathologically to interfere with healthy coping adjustment. (Why ya gotta stay current!)

All in all, I'm pleased that this is available for school personnel. The previous reviewer mentioned special education teachers should read it. Here Here! And their supervisors. This is a sensitive and thorough volume. It is refreshing for its insights about the need for certain approaches, to kids, and moreover- to kids in school. He advocates a differential diagnosis and checklists and other interviews. It is a great thing to own and a great thing to have in the sites.

14 of 16 people found the following review helpful:

5.0 out of 5 stars An absolute necessity for all school psychology students., February 11, 1999

By A Customer

This review is from: DSM-IV Diagnosis in the Schools (Hardcover)

This is a well organized, clearly written text that takes the reader step by step through the DSM-IV process. It presents a strong rationale for the use of the DSM-IV in schools and points to the importance of developing a clinical perspective within the field of school psychology. This is a wonderful text. It should be required for all school psychology students.

3 of 3 people found the following review helpful:

4.0 out of 5 stars EXCELLENT SPECIAL EDUCATOR'S RESOURCE!, June 3, 2001

By 

Trancita Winquist (Waimanalo, Hawaii) - See all my reviews

This review is from: DSM-IV Diagnosis in the Schools (Hardcover)

This is a excellent resource for the special education teacher. The information given in this book helps decipher many terms used in psychiatric evaluation of students with special needs. This is definitely a valuable tool for anyone working in Special Education.