Cаse Study 2 - Prоvide the cоrrect numeric cоde, diаgnosis, аnd any specifiers Brandon was a 12-year-old boy brought in by his mother for psychiatric evaluation for temper tantrums that seemed to be contributing to declining school performance. The mother became emotional as she reported that things had always been difficult but had become worse after Brandon entered middle school. Shortly after starting middle school, Brandon had started complaining of stomachaches on school-day mornings and was often reluctant to go to school. * Brandon’s sixth-grade teachers reported that he was academically capable but that he had little ability to make friends. He seemed to mistrust the intentions of classmates who tried to be nice to him but attempted to befriend others who laughingly feigned interest in the toy cars and trucks that he brought to school. The teachers noted that he often cried and rarely spoke in class. In recent months, multiple teachers had heard him screaming at other boys, generally in the hallway but sometimes in the middle of class. The teachers had not identified a cause but generally had not disciplined Brandon because they assumed he was responding to provocation. He was embarrassed about these outbursts and did not want to go to swim practice because he did not want his swim friends to ask why he’d had an outburst at school. * When interviewed alone, Brandon responded with non-spontaneous mumbles when asked questions about school, classmates, and his family. When the examiner asked if he was interested in toy cars, however, Brandon lit up. He pulled several cars, trucks, and airplanes from his backpack and, while not making good eye contact, did talk at length about vehicles, using their apparently accurate names (e.g., front-end loader, B-52, Jaguar). When asked again about school, Brandon pulled out his cell phone and showed a string of text messages: “dumbo!!!!” “mr stutter”; “LoSeR”; “freak!”; “EVERYBODY HATES YOU.” While the examiner read the long string of texts that Brandon had saved but apparently not previously revealed, Brandon added that other boys would whisper “bad words” to him in class and then scream in his ears in the hall. “And I hate loud noises.” He also told the examiner that he sometimes wished that he had never been born. * Developmentally, Brandon spoke his first word at age 11 months and began to use short sentences by age 3. He had always been very focused on trucks, cars, and trains. According to his mother, he had always been “very shy” and had never had a best friend. As he has gotten older, it has become more apparent that he struggles with jokes and typical young adolescent banter because “he takes things so literally.” Brandon’s mother had long seen this behavior as “a little odd” but added that it was not much different from that of Brandon’s father, a successful attorney, who had similarly focused interests. Both of them were “sticklers for routine” who “lacked a sense of humor.” Brandon’s mother noted that he made efforts to conceal his interest in trucks, cars, and trains outside of the home but would eagerly speak about them when encouraged. Brandon has shared with his mother that he tries to appear “normal” when interacting with peers at school, which is exhausting. He often feels nervous around peers and generally tries to avoid socializing. * On examination, Brandon was shy and generally non-spontaneous. He made below-average eye contact. His speech was coherent and goal directed. At times, Brandon stumbled over his words, paused excessively, and sometimes rapidly repeated words or parts of words. Brandon said he felt okay but added that he was scared of school, particularly when around other children. He appeared sad, brightening only when discussing his toy cars. He denied current suicidal thoughts or plans as well as homicidality. He denied psychotic symptoms. He was cognitively intact. * In the first blank, enter the correct numeric code for the disorder. In the second blank, enter the correct disorder name. In the third blank, enter all appropriate specifiers. [dsmcode] [dsmdiagnosis] [allappropriatespecifiers]
After yоu cоmpleted yоur exаm, scаn your solution pаges into a single PDF, name it Exam_Student Name (example: Exam_JohnSmith). Before uploading, verify your file has all the pages you need to submit. Upload it by clicking on "Choose a File" button in "Question 1" below. You are only allowed to upload one file to a question. Then click "Submit Quiz". You may get a warning saying that you have some unanswered questions if you do not use optional file upload sections, click OK to submit anyway. View quiz document here. Use double-sided arrow icon on the tool bar below to preview it in full screen mode. You can also download it by clicking on the downwards arrow to the right of the exam file and open it on your computer. Exam File
One mаjоr implicаtiоns оf the “ structures of common difference” concept is thаt: