Volume 12, Issue 4 (1983)
Identifying and Classifying Disturbed Children in the Schools: Implications of DSM-III for School Psychology
Jerome M. Sattler
ABSTRACT: This article reviews the multi-axial classification system of the Diagnostic and Statistical Manual of Mental Disorders (3rd edition), or DSM-III, for children and adolescents. Since a number of classifications (e.g., Mental Retardation and Specific Developmental Disorders)require the administration of intelligence and achievement tests, school psychologists contribute directly to the assessment and identification process described in DSM-III. In addition,their testing, interviewing, and observational skills contribute to the assessment of all children with mental disorders. In comparison with Public Law 94-142, DSM-III requires more precise diagnoses for children with behavioral, emotional, physical, or developmental problems. The inclusion of educational disabilities in DSM-III is questioned. Overall, however,DSM-III represents a decided improvement in the classification of mental disorders.
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