Handbook of DSM-5 Disorders in Children and Adolescents

659 Pages·2017·10.23 MB·English

by  Sam Goldstein

Sam Goldstein
Melissa DeVries
Editors
Handbook of
DSM-5 Disorders
in Children
and Adolescents
Handbook of DSM-5 Disorders
in Children and Adolescents
Sam Goldstein • Melissa DeVries
Editors
Handbook of DSM-5
Disorders in Children
and Adolescents
Editors
Sam Goldstein Melissa DeVries
Neurology, Learning and Behavior Intermountain Healthcare
Center Salt Lake City, UT, USA
Salt Lake City, UT, USA
ISBN 978-3-319-57194-2 ISBN 978-3-319-57196-6 (eBook)
DOI 10.1007/978-3-319-57196-6
Library of Congress Control Number: 2017953192
© Springer International Publishing AG 2017
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This volume is dedicated to the pioneers of mental health research,
nosology, and treatment over the past 200 years. Their efforts to create a
working, valid, and reliable system of understanding the mental health
differences among us are a testament to an ongoing and multi-generational
process. This volume is also dedicated to my loving wife Sherrie.
S.G. For Derek and Sevilla. M.D.
Preface
In 1895, Henry Maudsley wrote, “children, because of their immaturity, could
not experience mental health problems.” He suggested that a mature, grown
brain was needed for someone to experience madness. This set the foundation
for the widespread belief over the following 100 years that children’s brains
and their minds were insufficiently developed and unstable, limiting the capac-
ity for them to experience psychopathology. Because of this, few references
can be found concerning childhood mental illness or psychopathology prior to
the twentieth century. In fact, it was not until the 1930s and the formation of
the International Association for Child and Adolescent Psychiatry and Allied
Professions that an organized professional group took an interest in children’s
mental health. Further, it was not until the early 1950s and the founding of the
American Academy of Child and Adolescent Psychiatry in 1953 and the
European Society for Child and Adolescent Psychiatry in 1954 that child psy-
chiatry and a focus on children’s mental health were truly created. Not a single
article making reference to children was published in the first 45 years of the
American Journal of Insanity (1844–1889, forerunner of the American Journal
of Psychiatry) (Levy, 1968). In fact, Benjamin Rush, noted as the first
American psychiatrist, made no mention of children in his textbook Medical
Inquiries and Observations upon the Diseases of the Mind (1812). The
prevailing view was that mental illness did not occur before puberty. Thus,
children with mental health problems were simply deemed as misfits or delin-
quents. Further, puberty was suggested to be a significant cause of insanity
(Durand-Fardel, 1885).
The first modern taxonomy of childhood mental disorders was described by
Maudsley (1895) in a chapter titled “Insanity of Early Life” (pp. 259–293).
Maudsley defined seven different mental health conditions in childhood:
1. Monomania or partial ideational insanity. Interestingly, he described
these children as possessed by incontrollable impulses.
2. Choreic delirium or choreic ideational insanity. Described as children
who were extremely aggressive and violent.
3. Cataleptioid insanity. Children who demonstrated odd interests, repetitive
behaviors, and atypical postures.
4. Epileptic insanity. This was thought to be associated with episodes of
epilepsy.
5. Mania. The condition was not well described.
vii
viii Preface
6. Melancholia. Described as a pattern of unhappiness that could lead to
suicide.
7. Affective insanity or moral insanity. Described as a pattern of “willful
wickedness.”
Interestingly, considering these early descriptions by Maudsley, one can
appreciate their evolution into the current DSM-5 diagnoses. For the most part,
these taxonomies were not well anchored in theory. When theory evolved, most
psychopathology initially was seen as a form of maladjustment. Symptoms and
behaviors were thought to reflect deeply rooted problems within family relation-
ships and the environment. These approaches formed many of the classifications
of the earliest versions of the Diagnostic and Statistical Manual of Mental
Disorders of the American Psychiatric Association.
As far as we are aware, this volume represents the first volume specifically
devoted to DSM disorders in childhood. Since its first publication, as a small
diagnostic manual in 1952, the DSM list of diagnoses, diagnostic criteria, and
supporting information has grown into manuals consisting of hundreds and
hundreds of pages. We have organized this volume about the DSM-5 in child-
hood, specifically focusing on the internalizing/externalizing framework first
described by John Werry (1985). We have edited this handbook as a desk
reference for mental health professionals, providing in-depth information and
guidance extending beyond the brief descriptions in DSM-5. We have also
included a number of chapters focusing on psychosocial treatments for many
of these conditions.
We very much appreciate the efforts and diligence of our contributing
authors. It is our hope and intent that this volume will serve as an important
resource in childhood mental health, the diagnostic process, and, most impor-
tantly, treatment.
Salt Lake City, UT, USA Sam Goldstein
March 2017 Melissa DeVries
References
Durand-Fardel, M. (1855). Etude sur le suicide chez les enfants. Annales
Medico-Psychologiques, 1, 61–79.
Levy, D. M. (1968). Beginnings of the child guidance movement. American
Journal of Orthopsychiatry, 38, 799–804.
Rush, B. (1812). Medical inquiries and observations upon the diseases of the
mind (4th ed.). Philadelphia: Gregg Publishers.
Werry, J. S. (1985). ICD-9 and DSM-III. Classification for the clinician.
Journal of Child Psychology and Psychiatry, 26, 1–6.
Quotes
A desire to be in charge of our own lives, a need for control, is born in each of
us. It is essential to our mental health, and our success, that we take control.
Robert Foster Bennett
Mental health needs a great deal of attention. It’s the final taboo and it needs
to be faced and dealt with.
Adam Ant
We take our kids for physical vaccinations, dental exams, eye check-ups.
When do we think to take our son or daughter for a mental health check-up?
Gordon Smith
ix
Contents
Part I Introduction
1 Diagnosis in American Psychiatry: A Brief History
of the Diagnostic and Statistical Manual . . . . . . . . . . . . . . . . . . . . . 3
Faisal Akram, Shadia Kawa, and James Giordano
Part II Internalizing Disorders: Neurodevelopmental Disorders
2 Intellectual Disabilities and Global Developmental Delay . . . . . . 19
Elana Pinchefsky and Michael Shevell
3 Language Disorder in Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Ronald B. Gillam, Sandra L. Gillam, Sarai Holbrook,
and Carla Orellana
4 Specific Learning Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Erin M. McDonough, Dawn P. Flanagan, Megan Sy,
and Vincent C. Alfonso
Part III Internalizing Disorders: Schizophrenia Spectrum
5 Childhood-Onset Schizophrenia Spectrum Disorders . . . . . . . . 107
James Knorr
Part IV Internalizing Disorders: Mood Disorders
6 Bipolar Disorder in Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Misty C. Richards and Carrie E. Bearden
7 Depressive Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Allison K. Powell, Susan E. Ocean, and Cameo F. Stanick
Part V Internalizing Disorders: Anxiety Disorders
8 Separation Anxiety and Panic Disorders in Children . . . . . . . . . 175
Alexandra Zagoloff and Gail A. Bernstein
9 Generalised Anxiety Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lauren F. McLellan and Jennifer L. Hudson
xi
xii Contents
Part VI I nternalizing Disorders: Obsessive Compulsive
and Related Disorders
10 Obsessive-Compulsive Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Monica S. Wu, Robert R. Selles, and Eric A. Storch
11 Body Dysmorphic Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Andrea S. Hartmann and Ulrike Buhlmann
12 Trichotillomania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Martin E. Franklin and Sarah Morris
Part VII Internalizing Disorders: Trauma and Stress Related
Disorders
13 Attachment Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Kathleen T. Baynes and Thomas G. O’Connor
14 Disinhibited Social Engagement Disorder . . . . . . . . . . . . . . . . . . 281
Devi Miron and Charles H. Zeanah
15 Posttraumatic Stress Disorder and Acute Stress Disorder
in Childhood and Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Julian D. Ford and Carolyn A. Greene
Part VIII Internalizing Disorders: Feeding and Eating Disorders
16 Pica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Andrea S. Hartmann and Verena Jurilj
17 Anorexia Nervosa and Bulimia Nervosa in Children
and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Melissa Prusky, Matthew Shear, and Evelyn Attia
18 Binge Eating Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Erin E. Reilly, Lisa M. Anderson, Lauren Ehrlich,
Sasha Gorrell, Drew A. Anderson, and Jennifer R. Shapiro
Part IX Externalizing Disorders: Neurodevelopmental Disorders
19 Autism Spectrum and Social Pragmatic Language Disorders . . 377
Andrew Livanis, Diana Almodovar, and Evan Skolnik
20 Attention-Deficit/Hyperactivity Disorder . . . . . . . . . . . . . . . . . . . 399
George J. DuPaul, Brittany Pollack, and Trevor D. Pinho
21 Tourette’s and Tic Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Keith D. McGoldrick
22 Developmental Coordination Disorder . . . . . . . . . . . . . . . . . . . . . 431
Cheryl Missiuna, Lisa Rivard, and Wenonah Campbell