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Functional consequences of Disorders for transition students
Josh Duncan, M.S.P.S. Psychological Clinician Department of Rehabilitation Services
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Neurodevelopmental Disorders
Intellectual Disabilities Communication Disorders Autism Spectrum Disorder Attention-Deficit/Hyperactivity Disorder Specific Learning Disorder
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Intellectual disability
IQ < 70 Adaptive deficits in conceptual, social, and/or practical domains Difficulties in learning academic skills Immature in social interactions Support with complex daily living tasks
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Social Communication disorder
Effective communication Social participation Relationships Academic achievement Occupational performance
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Autism spectrum disorder
Social communication Social interactions Inflexibility of behavior Switching activities Organization and independence
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Attention-deficit/hyperactivity disorder
Reduced school performance Social rejection Unemployment Interpersonal conflict Substance use Incarceration
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Specific learning disorder
Standard score < 78 (RTI) Low academic attainment Dropout Mental health Unemployment
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Schizophrenia spectrum and other psychotic disorders
Delusional Disorder Schizophrenia Schizoaffective Disorder
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Poor occupational functioning Social isolation
Delusional disorder Poor occupational functioning Social isolation
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schizophrenia Social dysfunction Occupational dysfunction Educational progress
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Schizoaffective disorder
Exacerbated social and occupational dysfunction
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Bipolar and related disorders
Bipolar I Disorder Bipolar II Disorder Cyclothymic Disorder
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Bipolar disorder Functional between episodes Severe impairment at peaks Slow occupational recovery Poor performance on cognitive tests Interpersonal difficulties
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Depressive Disorders Major Depressive Disorder Persistent Depressive Disorder (Dysthymia)
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Major Depressive Disorder
Mild impairment to complete incapacity Physical, social
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Anxiety Disorders Separation Anxiety Disorder Social Anxiety Disorder Generalized Anxiety Disorder
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Separation Anxiety Independent activities away from home or attachment figures
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Social anxiety disorder
School dropout Decreased well-being, employment, and productivity Caregiving Lack of treatment Employment predicts recovery
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Generalized Anxiety Disorder
Impaired capacity to do things quickly and efficiently Consumes time and energy Absence from work or school
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Obsessive Compulsive and Related disorders
Obsessive Compulsive Disorder Body Dysmorphic Disorder Hoarding Disorder Trichotillomania
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Obsessive compulsive disorder
High levels of social and occupational impairment Time spent obsessing and doing compulsions Avoidance Relationships and socializing Timely completion of projects Health consequences Independence
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Trauma and stressor related disorders
Reactive Attachment Disorder Posttraumatic Stress Disorder Adjustment Disorders
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Posttraumatic stress disorder
High levels of social, occupational, and physical disability Social and family relationships Absenteeism Educational and occupational success
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Disruptive, impulse-control, and conduct disorders
Oppositional Defiant Disorder Conduct Disorder Antisocial Personality Disorder
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Substance related and addictive disorders
Alcohol Caffeine Cannabis Hallucinogens Inhalants Opiates Sedatives Stimulants Tobacco
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Neurocognitive Disorders
Frontotemporal Vascular Traumatic Brain Injury
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Personality disorders
Paranoid Schizoid Schizotypal Borderline Histrionic Narcissistic Avoidant Dependent Obsessive Compulsive
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IEP’s and IPE’s Intended to help overcome barriers and identify appropriate accommodations necessary for success Who tests? Early identification Collaborative efforts Least restrictive environments
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Other important issues
DSM V changes Diagnostic procedures 504 vs IEP Medical information
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My contact information Josh Duncan, Psychological Clinician
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