The video below is the section for ADHD (Psychological Assessment Domain) from Part 5 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 5, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: ADHD (Psychological Assessment Domain)

NARRATIVE DEFINITION:
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurological disorder usually diagnosed in elementary school-age children. It is characterized by inability to focus one’s attention, excessive motor activity and highly impulsive behavior. A child with ADHD is likely to have social difficulties with peers and caregivers, develop low self-esteem, exhibit reduced academic performance and attainment, be more prone to accidents and injury, and may experience social rejection. As an adult, poor occupational performance, attainment and attendance, a high probability of unemployment, and elevated interpersonal conflict. Continue reading →

The video below is the section for Autistic Disorder (Psychological Assessment Domain) from Part 5 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 5, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Autistic Disorder (Psychological Assessment Domain)

NARRATIVE DEFINITION:
Autism Spectrum Disorder is a neurodevelopmental disorder characterized by difficulties communicating and interacting in a variety of social contexts, restricted and repetitive behaviors, and early onset of symptoms that ultimately cause clinically significant impairment in everyday functioning. A reliable diagnosis of Autism Spectrum Disorder may be made as early as age 2, depending on severity of symptoms. Continue reading →

The video below is the section for Mental Retardation (Intellectual Disability) from Part 5 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 5, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Mental Retardation (Intellectual Disability)

NARRATIVE DEFINITION:
The new term for Mental Retardation in the DSM-5 is Intellectual Disability (Intellectual Developmental Disorder). Assessment will need to include both cognitive capacity (IQ) and adaptive functioning, and the severity specifiers are based on adaptive functioning rather than IQ. DSM-5 is meant to parallel the World Health Organization’s International Classification of Diseases (ICD) and though the current edition of the ICD uses the term Intellectual Disability, the new ICD-11, to be released in 2015, will use the term Intellectual Developmental Disorder. This is why the DSM-5 uses the current term Intellectual Disability with the future term (Intellectual Developmental Disorder) in parentheses to be changed when the ICD changes. Continue reading →

The video below is the section for Feeding and Eating Disorders (Infancy or Early Childhood) from Part 5 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 5, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Feeding and Eating Disorders (Infancy or Early Childhood)

NARRATIVE DEFINITION:
The DSM-5 chapter on Feeding and Eating Disorders includes Pica, Rumination Disorder,
Avoidant/Restrictive Food Intake Disorder (formerly known as Feeding Disorder of Infancy or Early Childhood), Anorexia Nervosa, Bulimia Nervosa, and Binge-Eating Disorder. Continue reading →

The video below is the section for Autistic Disorder (Physiological Psychology Domain) from Part 5 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 5, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Autistic Disorder (Physiological Psychology Domain)

NARRATIVE DEFINITION:
The DSM-5 reports frequencies for Autism Spectrum Disorder at 1% of the population. Why rates have been increasing is unknown.  This diagnosis is more prevalent in boys than girls, with a gender ratio of 4:1, males to females. Continue reading →

Anyone taking the EPPP is now expected to know the material in DSM-5, the new edition of the Diagnostic and Statistical Manual of Mental Disorders. The changes that the American Psychiatric Association introduced in DSM-5 incorporate significant scientific advances in more precisely identifying and diagnosing mental disorders.

DSM-5 represents an opportunity to better integrate neuroscience and the wealth of findings from neuroimaging, genetics, and cognitive research that have emerged over the past several decades, all of which are vital to diagnosis and treatment.

It also provides a common language for clinicians to communicate about their patients and establishes consistent and reliable diagnoses that can be used in the research of mental disorders. In addition, it establishes a common language for researchers to study the criteria for potential future revisions and to aid in the development of medications and other interventions.

Many people who are studying to pass their EPPP are nervous about these changes, and have been asking some of the following questions: What is the relationship between DSM-5 and the EPPP, and how will the former affect the later? How will I learn what I need to know for the various EPPP content areas that have been affected by DSM-5? Is everything I learned before about mental illness suspect and unreliable? Are my test-preparation materials up to date with DSM-5?

Since your EPPP success is important to us at the Taylor Study Method, we have been running a lecture series on DSM-5 and the EPPP. The purpose of the Taylor Study Method’s DSM-5 Learning Series series aims to

1. to provide an overview of the content areas that the DSM-5 has integrated
2. to identify the critical points you’ll need to remember regarding the various content areas
3. to utilize motion graphic illustrations and footage to help you further consolidate and retain this new DSM-5 information
4. to demonstrate how the content areas may be presented to you as a question on your licensing exam

In order to fully address these concerns, Part 4 of our lecture series looks at five mental disorders affected by DSM-5. Alternatively, the following links will take you to a video and full transcript for each of these areas:

• ADHD: DSM-5 EPPP Lecture Video by Taylor Study Method
• Specific Learning Disorders: DSM-5 EPPP Lecture Video by Taylor Study Method
• Autism Spectrum Disorder: DSM-5 EPPP Lecture Video by Taylor Study Method
• Oppositional Defiant Disorder DSM-5 EPPP Lecture Video by Taylor Study Method
• Reactive Attachment Disorder: DSM-5 EPPP Lecture Video by Taylor Study Method

We trust this series will be very beneficial to you as you take this final step towards licensure.

You can watch earlier parts in this lecture series, and register for future webinars, by clicking here.

The video below is the section for Reactive Attachment Disorder from Part 4 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 4, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Reactive Attachment Disorder

NARRATIVE DEFINITION:

Reactive Attachment Disorder (RAD) occurs when a child demonstrates significantly disturbed and developmentally inappropriate social relatedness that is associated with grossly pathological care.

Continue reading →

The video below is the section for Oppositional Defiant Disorder from Part 4 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 4, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Oppositional Defiant Disorder

NARRATIVE DEFINITION: Oppositional Defiant Disorder (ODD) is a diagnosis in the chapter of Disruptive, Impulsive-Control, and Conduct Disorder.  ODD is characterized by a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness that persists for at least six months. The criteria for Oppositional Defiant Disorder is more evenly distributed between emotions (anger) and behaviors (arguing) than other disruptive or impulsive-control disorders.

Continue reading →

The video below is the section for Autism from Part 4 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 4, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Autism (Within the Abnormal Domain)

NARRATIVE DEFINITION: Autism Spectrum Disorder is a neurodevelopmental disorder characterized by difficulties communicating and interacting in a variety of social contexts, restricted and repetitive behaviors or interests, and early onset of symptoms that ultimately cause clinically significant impairment in everyday functioning. A reliable diagnosis of Autism Spectrum Disorder may be made as early as age 2, but symptoms may be recognized earlier than 12 months, depending upon the severity.

Continue reading →

The video below is the section for Specific Learning Disorders from Part 4 of TSM’s lecture series on DSM-5 and the EPPP, followed by a transcript. This lecture series aims to equip those preparing for the EPPP with everything you need to know about the impact DSM-5 will be having on the EPPP. To watch all of Part 4, click HERE. To watch earlier lectures in this series, or register for our webinar series on DSM-5 and the EPPP, click HERE.

Transcript of DSM-5 EPPP Lecture Video: Specific Learning Disorders

NARRATIVE DEFINITION: Specific learning disorder is a neurodevelopmental disorder with a biological origin that is the basis for cognitive abnormalities associated with behavioral signs of the disorder.  Genetic, epigenetic, and environmental factors can affect the brain’s ability to accurately and efficiently perceive or process verbal and non-verbal information.  An essential feature of specific learning disorders is the persistent difficulty to learn key academic skills, despite interventions that target those difficulties. Academic skills affected include reading, reading comprehension, written expression, spelling, arithmetic calculation and mathematical reasoning. The onset of difficulty in learning is during the years of formal schooling.  Diagnostic criteria are to be met based on a synthesis of multiple sources of information, including school reports, the individual’s history (developmental, medical, family, and educational), and psychoeducational assessment.
Continue reading →