scholarly journals Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Malinda L. Pennington ◽  
Douglas Cullinan ◽  
Louise B. Southern
Keyword(s):  
Autism Spectrum ◽  
State Education Agency ◽  
Idea 2004 ◽  
Diagnostic And Statistical Manual ◽  
Evaluation Procedures ◽  
State Education ◽  
Education Agency ◽  
Students With Autism ◽  
Dsm Iv ◽  
Definition Of

In light of the steady rise in the prevalence of students with autism, this study examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism. We compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004). We also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004. Results indicated that many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability. Evaluation procedures were found to vary even more across SEAs. Moreover, within any particular SEA there often was little concordance between the definition (what autism is) and evaluation procedures (how autism is recognized). Recommendations for state and federal policy changes are discussed.

Sexual Disorders Not Otherwise Specified: Compulsive, Addictive, or Impulsive?

CNS Spectrums ◽  
2000 ◽  
Vol 5 (1) ◽  
pp. 60-66 ◽  
Author(s):  
Dan J. Stein ◽  
Donald W. Black ◽  
Willie Pienaar
Keyword(s):  
Sexual Disorders ◽  
Fourth Edition ◽  
Comprehensive Understanding ◽  
Hypersexual Disorder ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Not Otherwise Specified ◽  
Dsm Iv ◽  
Definition Of ◽  
High Comorbidity

AbstractParaphilias are recurrent and intense sexually arousing fantasies, sexual urges, or behaviors generally involving nonhuman objects. These paraphilias cause the suffering or humiliation of the patient or patient's partner, or children, or other nonconsenting persons. However, in many patients symptoms involve more culturally acceptable patterns (eg, repetitive masturbation, Internet pornography); such hypersexual symptoms have been labeled as compulsive, addictive, or impulsive. Growing evidence supports the existence of a discrete syndrome characterized by recurrent and intense sexually arousing fantasies, sexual urges, or behaviors involving patterns that fall outside the definition of paraphilia. There is, however, high comorbidity with paraphilia. While such symptoms have been labeled as sexual compulsion or addiction, these terms are problematic in this context. Modern nosology has neglected this entity, although the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), category of sexual disorders not otherwise specified includes hypersexual behaviors as an example. We suggest that the DSM-IV category of sexual disorders be modified to include explicitly diagnostic criteria for a disorder characterized by hypersexual symptoms involving patterns that fall outside of the current definition of paraphilia. The disorder might be classified as one of the paraphilias, or as paraphilia-related. In the absence of a comprehensive understanding of the pathogenesis of this disorder, we suggest that it simply be termed hypersexual disorder.

To ID or Not to ID? Changes in Classification Rates of Intellectual Disability Using DSM-5

2014 ◽  
Vol 52 (3) ◽  
pp. 165-174 ◽  
Author(s):  
Aimilia Papazoglou ◽  
Lisa A. Jacobson ◽  
Marie McCabe ◽  
Walter Kaufmann ◽  
T. Andrew Zabel
Keyword(s):  
Intellectual Disability ◽  
Clinical Judgment ◽  
Assessment System ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Adaptive Behavior Assessment System ◽  
Dsm Iv ◽  
Definition Of ◽  
Adaptive Skill

Abstract The Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition (DSM-5) diagnostic criteria for intellectual disability (ID) include a change to the definition of adaptive impairment. New criteria require impairment in one adaptive domain rather than two or more skill areas. The authors examined the diagnostic implications of using a popular adaptive skill inventory, the Adaptive Behavior Assessment System–Second Edition, with 884 clinically referred children (ages 6–16). One hundred sixty-six children met DSM-IV-TR criteria for ID; significantly fewer (n  =  151, p  =  .001) met ID criteria under DSM-5 (9% decrease). Implementation of DSM-5 criteria for ID may substantively change the rate of ID diagnosis. These findings highlight the need for a combination of psychometric assessment and clinical judgment when implementing the adaptive deficits component of the DSM-5 criteria for ID diagnosis.

Research and practice, meet the state education agency

2021 ◽  
Vol 102 (7) ◽  
pp. 30-33
Author(s):  
Carrie Conaway
Keyword(s):  
Policy Design ◽  
The State ◽  
State Agency ◽  
Research Use ◽  
Local Data ◽  
Research And Practice ◽  
State Education Agency ◽  
State Education ◽  
Education Agency ◽  
Advance Research

State education agencies play critically important roles in promoting research use in education. They influence policy design and implementation, collect data about schools and districts, and can use their statewide reach to advance research use within the state agency and in districts. As Carrie Conaway explains, the states that have done the most to advance research use for systems improvement have built research infrastructures, used both existing research and local data to spur improvement, and formed close partnerships with researchers.

scholarly journals Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

2020 ◽  
Author(s):  
Justin Reich ◽  
Christopher J. Buttimer ◽  
Alison Fang ◽  
Garron Hillaire ◽  
Kelley Hirsch ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
State Education Agency ◽  
Home Based ◽  
State Education ◽  
Education Agency ◽  
New Material ◽  
Digital Options ◽  
Policy Guidance ◽  
Appropriate Education ◽  
Remote Learning

We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020. We find several areas of consensus, including cancellation of testing, recommendations to continue some form of remote learning, attention to digital and non-digital options, and a concerns for providing a fair and appropriate education for students with disabilities. The primary area of policy divergence that we found regarded the purpose of continuous learning during a pandemic: whether to pursue forward progress in standards-aligned new material or whether to pursue skills review and enrichment learning. We recommend that states continue to emphasize equity, consider the particular challenges of home-based learning, and produce concise communications for multiple target audiences.

Differences between DSM-IV and DSM-5 as applied to child and adolescent psychiatry and neurodevelopmental disorders

2017 ◽  
Vol 35 (2) ◽  
pp. 143-149
Author(s):  
Z. Shujah ◽  
A. Mulligan
Keyword(s):  
Adolescent Psychiatry ◽  
Relevant Literature ◽  
Child And Adolescent ◽  
Autism Spectrum ◽  
Child And Adolescent Psychiatry ◽  
Statistical Manual ◽  
Hyperactivity Disorder ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Dsm Iv

Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5) was published by the American Psychiatric Association in 2013. We discuss the important differences between DSM-IV and DSM-5 with particular relevance to child and adolescent psychiatry. The DSM-5 diagnostic criteria for a diagnosis of autism spectrum disorder and of attention-deficit/hyperactivity disorder are discussed in detail, as well as a summary of other changes in DSM-5 relevant to child and adolescent psychiatry. The discussion is supported by a review of relevant literature.

Collaboration: A Model for Survival for Schools of Education

1980 ◽  
Vol 162 (4) ◽  
pp. 55-62 ◽  
Author(s):  
Barbara Nadler ◽  
Myrna Merron
Keyword(s):  
Teacher Training ◽  
Educational Institutions ◽  
Schools Of Education ◽  
Cooperative Effort ◽  
State Education Agency ◽  
State Education ◽  
Education Agency ◽  
Training Institutions ◽  
Local Education Agencies ◽  
Meaningful Role

Schools of education, currently faced with declining enrollments and mounting criticism from practitioners, must examine alternatives to their current modes of operation if they are to survive. In order to play a meaningful role in teacher training, institutions of higher education must collaborate with other educational institutions to provide inservice as well as preservice development activities. The New Jersey Mainstream Inservice Project, a cooperative effort among the state education agency, comprises 50 local education agencies and several colleges and universities and holds promise as a model for teacher training efforts and provides alternatives for faculty.

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