Diagnosis

James, 9 is brought in" rel="nofollow">into your office after his older sister, Beth, who is concerned that he is unable to talk to the other children in" rel="nofollow">in his grade. His mother always ignored his slow behaviors and figured “he’d grow out of it.” Beth reports that he struggles in" rel="nofollow">in school, understandin" rel="nofollow">ing what’s goin" rel="nofollow">ing on in" rel="nofollow">in class and doesn’t connect to kids his own age. James agrees that he has few friends. His parents recently moved in" rel="nofollow">into an assisted livin" rel="nofollow">ing community and Beth is primary care taker for James.Questions for James and Beth: 1. When did she first notice these behaviors? 2. How do they impact his ability to perform in" rel="nofollow">in school and to connect with peers? 3. How long have these behaviors been observed? What diagnosis do you thin" rel="nofollow">ink you should examin" rel="nofollow">ine? What diagnosis do his symptoms/behaviors reflect? What additional in" rel="nofollow">information do you need to provide a “provisional diagnosis?” 4. What does the in" rel="nofollow">information provided tell you? 5. What can you observe, in" rel="nofollow">infer through contact with client (or caregiver)? 6. What in" rel="nofollow">information is missin" rel="nofollow">ing? a. What in" rel="nofollow">information do you need to form an assessment? b. What in" rel="nofollow">information is provided 7. What is your provisional diagnosis?