Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation. NCMHCE, mental disorders, treatments

1. Review of DSM5 Mental Disorders for NCMHCE Study

2. 1. Intellectual Disabilities
2. Communication Disorders
3. Autism Spectrum Disorders
4. Attention Deficit/ Hyperactivity Disorder
5. Specific Learning Disorders
6. Motor Disorders
7. Tic Disorders

4. Diagnosis I
Must include both:
A. Low intelligence
IQ of less than 70 (Wechsler)
Impaired reasoning, abstract thinking, learning, judgment,
memory
B. Impaired adaptive functioning
Involves 3 domains: Conceptual (reading, math, problem
solving), Social, and Practical (self management, daily living)
Impaired enough to require ongoing support
C. Onset before age 18
Some developmental delays may not be noticed until school
age

5. Diagnosis II
Contributing factors:
Genetic
Nutritional and other deficits
Brain injury
Rule Out:
1.Learning Disorders
2.Communication Disorders
3.Dementia
Co-occurring:
ADHD
Impulse Control Disorders
Depressive Disorder, Bipolar
Disorder and suicidal ideation
Autism
Anxiety Disorders
Cerebral Palsy, and Epilepsy

6. S2. Assess & Refer
1. Interviews with important people to get observations
2. Intelligence tests:
SBIS Stanford Binet Intelligence Scale
WIS Wechsler Intelligence Scales
TNI Test of Nonverbal lntelligence
3. Adaptive functioning (personal and social skills) tests:
VABS Vineland Adaptive Behavior Scales
SIB Scale of Independent Behavior
AACAP Practice Behaviors

7. S4. Treatments
1. Education
2. Skills Training
Life skills
Social skills

9. Diagnosis I
A. Persistent social deficits
Poor reciprocal
communication and
interaction
Little or no sharing of
emotion, or empathy
Hard to read social cues and
grasp social rules
B. Restricted and repetitive
behaviors or interests
Simple repeated movements
with hands and head
Repetitive use of objects
Fixated and narrow interests
Odd use of speech
Rigid routines

10. Diagnosis II
C. From early age
Typically seen at age 1-2
May have seemed normal then regress
May not be fully manifest until greater social
demands
D. Causes impaired functioning

11. Diagnosis III
Rule Out:
Intellectual Disability or
Global Developmental Delay:
More socially disengaged
Social Communication
Disorder: No odd movements
Co-occurring:
ADHD
Schizophrenia
Self injury
Anxiety disorders
Depressive disorders

12. S1. Find Out
Observations by important
people and self report
S2. Assess & Refer
Testing
Childhood Autism Rating
Scale (CARS)
Disorders Screening Test
Individual Education Plan
Social Communication
Questionnaire
T&J Social Skills

13. S4. Treatments to use
1. Behavioral (No best treatment)
Floor Technique
Pivotal Response Training
2. Psychoeducation for individual and family
3. Skills training
Social skills
Self care

15. Diagnosis I
Relative to age and in 2 settings (school,
home, work)
Poor attention span: distracted,
can’t listen, can’t organize tasks
Hyperactivity: fidgeting, running,
talking
Impulsivity: interrupting, can’t wait
turn
6 months or more
Onset before age 12; can persist in
adults
Interferes with functioning
Specifiers:
Mainly Inattention or
Mainly Hyperactivity/
Impulsivity or
Both

16. Diagnosis II
Contributing factors:
Abuse, neglect, and
institutionalization
Genetic and family
factors
Temperament
Co-occurring conditions:
Intellectual Disability
Autism
ODD, or Conduct Disorder or
Anti-social Personality Disorder
Anxiety disorders
Depressive & Bipolar disorders
Substance abuse
Tic Disorders
Disruptive Mood Dysregulation
Disorder
Specific Learning Disorder
Intermittent Explosive Disorder

17. Diagnosis III
Rule Out:
Oppositional Defiant Disorder: Can sustain attention, less
impulsive
Intermittent Explosive Disorder: More aggressive
Intellectual Disability: No symptoms outside of academic tasks
Autism: More isolated, disengaged
Anxiety disorders: More worried and ruminating
Depressive & Bipolar disorders: Symptoms only during episodes

18. S1. Find Out
Environmental
factors (symptoms
gone if remedied)
S2. Refer & Assess
1. Cognitive tests
 Wechsler IQ
 WJ-R or WIAT Wechsler Individual
Achievement Test
 CPT Continuous Performance Test
2. Behavioral rating scales (not reliable)
 Disruptive Behavior Disorders Rating
Scale
 Child Behavior Checklist
 Impairment Rating Scale
 Connors Rating Scale

19. S4. Treatments
1. Medication
Stimulants like Ritalin,
Adderall, Concerta
2. Counseling
To take responsibility for
personal behavior
To see how difficulties with
focus and thinking are related
to difficulties managing
behavior
3. Psychoeducation
4. Group counseling for
adults
5. Skills training, often
Cognitive Behavioral
Anger management
Stress management
Social skills
Problem solving
Attention management
Behavior management

20. S5. Monitoring
Self report and observation of overt
behavior regarding:
Interrupting others
Inability to delay getting what
they want
Acting without thinking about
consequences
Forgetting what they are saying or
what someone just said
Losing focus when talking
S6. Termination

22. Diagnosis
Tic: Sudden, rapid, repeating
movement or vocalization
Involving face, head and limbs
1. May come and go
2. Onset before age 18
Typically before age 6, peaking by
age 12
Tourette’s Disorder
Most severe
Both motor and vocal tics present,
including offensive outbursts
Over 1 year
Co-Occurring:
ADHD
OCD
Rule Out:
Obsessive
Compulsive
disorders: More
cognitive and
complex

23. S1. Find Out S2. Assess & Refer
Test
Yale Global Tic Severity
Scale

24. S4. Treatments
1. Behavior therapy
ERP Exposure and
Response Prevention
HRT Habit Reversal
Training
2. Medication
Mild: Anti-anxiety, like
Clonidine
More severe:
Neuroleptics like Risperdal
or Haldol