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Texas Administrative Code

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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ADHD

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ADHD

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Also known as: Attention-deficit hyperactivity disorder (ADHD); attention deficit/hyperactivity disorder (ADHD); attention-deficit disorder (ADD)

Anatomy or system affected: Brain, nervous system, psychic-emotional system

Definition: A condition characterized by an inability to focus attention or to inhibit impulsive, hyperactive behavior; it is associated with behavior that results in poor performance in educational, social, or work settings. The disorder is typically diagnosed in childhood, but symptoms can persist into adulthood for some people.

Causes: Unknown, possibly genetic

Symptoms: Inattention, hyperactivity, impulsiveness, fidgeting

Duration: Chronic

Treatments: Behavioral therapy, counseling, medications
Causes and Symptoms
The prevalence of attention deficit hyperactivity disorder (ADHD) among the general population is difficult to determine, and depends largely on the diagnostic criteria used and the population studied. The American Psychiatric Association (APA), in the fifth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-5, 2013), states that around 5 percent of children have ADHD, while data from the National Health Interview Survey (NHIS) for the years 2011-13 found that 9.5 percent of US children between ages four and seventeen had ever been diagnosed with ADHD, and a national parent survey conducted by the Centers for Disease Control and Prevention (CDC) in 2011-12 found that around 11 percent of children in the same age range had been diagnosed. A 2015 meta-analysis of 175 research studies found an estimated worldwide prevalence of 7.2 percent among children eighteen and under. Studies also indicate that somewhere between 3 and 5 percent of adults may have ADHD.

The causes of ADHD are unknown, although the fact that it often occurs in families suggests some degree of genetic inheritance. First-degree relatives of patients with ADHD are two to eight times more likely to develop ADHD than a person who has no first-degree relatives with ADHD. Boys are two times more likely to be affected than girls. ADHD is usually diagnosed when a child enters school, but it may be discovered earlier. According to the DSM-5, several of an individual's symptoms must be present prior to age twelve to merit a diagnosis of ADHD.

The pathophysiologic basis for ADHD is thought to be abnormalities in the dopaminergic and noradrenergic neurotransmission systems. Some genetic causes of ADHD that have been suggested include a possible mutation of the dopamine D4 receptor gene ( DRD4) or a phenotypic variation in the catechol-O-methyltransferase gene ( COMT). Other risk factors being explored include head injury before the age of two years; exposure to emotionally traumatic situations, such as abuse, neglect, or violence; and childhood exposure to environmental contaminants such as lead and organophosphate pesticides, substances such as alcohol and nicotine in utero, or secondhand smoke in childhood. Some studies have suggested that a high level of television viewing between the ages of one and three years may be modestly associated with ADHD. Other studies suggest that food dyes and preservatives such as artificial colors or sodium benzoate may increase hyperactivity. Other possible factors that may increase the risk of ADHD include maternal urinary tract infection during pregnancy, premature birth, complex congenital heart disease, fragile X syndrome, and Turner syndrome.

Individuals who do not have ADHD may at times display some of the symptoms of this disorder, but those who are diagnosed with ADHD must display symptoms most of the time and across multiple settings-in school, at home, and during other activities. According to the DSM-5, a child must display six or more ADHD symptoms for six months or longer to be diagnosed with the disorder, while adults must display five or more symptoms to be eligible for diagnosis. Prior to diagnosis, the referring pediatrician and specialist should rule out any undetected hearing or vision problems, any learning disabilities, undetected seizures, and anxiety and depression that may be causing ADHD-like symptoms.

The symptoms of ADHD are usually grouped into three main categories: inattention, hyperactivity, and impulsiveness. Individuals who have symptoms of inattention often make mistakes or do not pay close attention to details in school, social settings, or at work. They may have problems sustaining attention over time and frequently do not seem to listen when spoken to, especially in groups. Individuals with ADHD have difficulty following instructions and often fail to finish chores or schoolwork. They do not organize well and may have messy rooms and desks at school. They also frequently lose things necessary for school, work, or other activities. Because they have trouble sustaining attention, individuals with ADHD dislike tasks that require this skill and will try to avoid them. One of the key symptoms is distractibility, which means that people with ADHD are often paying attention to extraneous sights, sounds, smells, and thoughts rather than focusing on the task at hand. ADHD may also be characterized by forgetfulness in daily activities, despite numerous reminders about such common, everyday activities as dressing, hygiene, manners, and other behaviors. People with ADHD seem to have a poor sense of time; they are frequently late or think that they have more time to do a task than they really do.

Not all individuals with ADHD have symptoms of hyperactivity, but many have problems with fidgeting or squirming. It is common for these individuals to be constant talkers, often interrupting others. Other symptoms of hyperactivity include leaving their seat in school, work, or similar settings and moving around excessively in situations where they should be still. Some people with ADHD seem to be driven by a motor or are continuously on the go.

Individuals with ADHD may also have some symptoms of impulsiveness, such as blurting out answers before questions are completed. Another example of impulsiveness would be or intruding upon others in conversation or in some activity. They may also have difficulty standing in lines or waiting for their turn.

It is important to recognize that children with ADHD are not bad children who are hyperactive, impulsive, and/or inattentive on purpose. Rather, they are usually bright children who would like to behave better and to be more successful in school, in social life with peers, and in family affairs, but they simply cannot. One way to think about ADHD is to consider it a disorder of the ability to inhibit impulsive, off-task, or undesirable attention. Consequently, an individual with ADHD cannot separate important from unimportant stimuli and cannot sort appropriate from inappropriate responses to those stimuli. It is easy to understand how someone whose brain is trying to respond to a multitude of stimuli, rather than sorting stimuli into priorities for response, will have difficulty focusing and maintaining attention to the main task.

Individuals with ADHD may also have a short attention span, particularly for activities that are not fun or entertaining. They will be unable to concentrate because they will be distracted by peripheral stimuli. They may also have poor impulse control so that they seem to act on the spur of the moment. They may be hyperactive or clumsy, resulting in their being labeled "accident-prone." In fact, several cross-sectional studies have found that individuals with ADHD face an increased risk of injury compared to individuals without ADHD. They may also have problems completing tasks that require a lot of organization and planning-often first seen when the individual is in the third grade or beyond. They may display attention-demanding behavior and/or show resistant or overpowering social behaviors. Last, children with ADHD often act as if they were younger than they are, and ���immaturity" is a frequent label. Along with this trait, they have wide mood swings and are seen as emotional.

Many experts think that ADHD may be related to problems with brain development. Studies have shown that the prefrontal cortex, striatum, and cerebellum in the brains of individuals with ADHD are less activated on functional magnetic resonance imaging (fMRI) than age-matched controls without ADHD. These regions of the brain are rich in dopaminergic and noradrenergic pathways and are associated with executive function. Other researchers have hypothesized that a developmental abnormality of the inferior frontal gyrus (cerebral cortex ridge) might cause the inhibition difficulties seen in ADHD.

Hyperactive symptoms may improve in adolescence, although adolescents with ADHD may continue to have problems with impulsive behavior and inattention. They may have considerable difficulty complying with rules and following directions. They may be poorly organized, causing problems with both starting projects and completing them. Adolescents with ADHD may have problems in school in spite of average or above-average potential. They may have poor self-esteem and a low frustration tolerance. Because of these and other factors related to ADHD, they may also be at greater risk of developing substance use problems and other mental health problems. ADHD may also persist into adulthood, in which case it is referred to as adult ADHD. The same diagnostic criteria apply, including the presence of the disorder since childhood.

Several other neurologic or psychiatric disorders have symptoms that can overlap with ADHD, so accurate diagnosis can be difficult. When an individual is suspected of having ADHD, he or she should have a thorough medical interview and a physical examination conducted by a physician familiar with child development, ADHD, and related conditions. A psychological evaluation to determine intelligence quotient (IQ) and areas of learning and performance strengths and weaknesses should be obtained. The evaluation should include an assessment for common coexisting conditions, such as learning disabilities. A thorough family history and a discussion of family problems such as divorce, violence, alcoholism, or drug abuse should be part of the evaluation, as symptoms of ADHD may arise after a significant and sudden change in a child's life. Conditions that may present similar symptoms to ADHD include psychological disturbances caused by abuse or neglect, bullying, social skills deficits, or an improper learning environment. Other conditions that might be found to exist along with ADHD, or to be the underlying cause of symptoms thought to be ADHD, include oppositional defiant disorder, conduct disorder (usually seen in older children), depression, anxiety, or a substance abuse disorder.

"Attention-deficit disorder (ADD) with or without hyperactivity" was first defined in the third edition of the APA's Diagnostic and Statistical Manual of Mental Disorders (1980), or DSM-III. Its definition has evolved since then. The name ADD was changed to ADHD in the revised edition of the DSM-III-R (1987). In 1998, the National Institutes of Health (NIH) held a Consensus Development Conference on the Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder. While most experts supported the ADHD diagnosis criteria, the final report noted a need for further research into the validity of the diagnosis. The DSM-5, published in 2013, updated the definition of ADHD to reflect the growing body of evidence that shows the condition can last beyond childhood in order to help clinicians diagnose and treat adults with ADHD. Approximately 50 percent of children with ADHD continue to have ADHD into adulthood.
Treatment and Therapy
Treatment and therapy for ADHD will usually begin with the diagnostic process. Generally, treatment will begin with some combination of counseling, education, and behavioral therapy. Behavioral therapy may be administered by a parent, teacher, or counselor. In some cases, family counseling may be indicated. This counseling may be help family members learn about ADHD. Parent training interventions may help to improve some symptoms of ADHD in children. Family counseling also may be recommended when family issues are thought to be related to the type or severity of symptoms that the child may be experiencing. For instance, if the family is undergoing a stressful event, such as a divorce, serious loss, or death, or other problems such as economic stress, then the symptoms of ADHD may worsen. Therefore, treatment may focus on trying to minimize the impact of such stressors on the child. In addition, neurofeedback may reduce inattentive behaviors and impulsivity.

If behavioral and nonpharmacologic interventions do not lead to improvement, and if there is a moderate to severe functional disturbance caused by ADHD, medications may be considered. Stimulants have the best evidence for the treatment of ADHD; stimulant medications include methylphenidate ( Ritalin), extended-release dexmethylphenidate (Focalin), and amphetamines ( Adderall). These medications are generally thought to be safe and effective, although they can have such adverse effects as headache, stomachache, mood changes, heart-rate changes, appetite suppression, and interference with falling asleep. All children receiving medication must be monitored at regular intervals by a physician.

Nonstimulant medications are the second-line pharmacological treatment of ADHD, especially if stimulant medications are ineffective or poorly tolerated. Other medications that may be used for ADHD include atomoxetine (Strattera), antidepressants such as desipramine or bupropion, and alpha-2 adrenergic agonists such as clonidine and extended-release guanfacine.

Costs and risks for adverse effects should be discussed with the physician who has made the diagnosis of ADHD before implementing any treatment, to ensure safety and a reasonable expectation of efficacy.
Perspective and Prospects
Attention deficit hyperactivity disorder remains controversial due to the subjective nature of its symptoms and the possible overdiagnosis and overtreatment of the disorder. Historically, experts have estimated that ADHD affects between 2 and 10 percent of the general population. However, in March 2013, the New York Times reported that data from the CDC showed that approximately 11 percent of children between the ages of four and seventeen have been diagnosed with ADHD, representing a 16 percent increase since 2007 and a 41 percent rise over the previous decade. This follows a general increase in rates of diagnosis beginning in the 1970s. ADHD experts caution against attributing the increase to a single factor, including misdiagnosis and increased pharmacological treatment of milder forms of the disorder.

Many experts also suggest that shifts in how ADHD is diagnosed, increasing tendencies to prescribe medications, and a rise in public awareness and media attention have all contributed to an increase in diagnoses, if not an increase in actual cases. These trends have also led some researchers to warn against overdiagnosis of ADHD, cautioning that not all children with high energy or difficulty focusing necessarily have the disorder, especially at very young ages. Some even challenge the concept of ADHD altogether, claiming that it is a case of applying a medical diagnosis to a range of behaviors that may go against social norms but have historically not been seen as a medical issue. Still, the majority of medical professionals do recognize ADHD as a legitimate condition, if one surrounded by continued controversies and misunderstandings.

For individuals with ADHD, the disorder is a real issue that can cause great harm and impairment if not recognized and managed correctly. Diagnosis should be based on family history, careful examination, and thorough psychological assessment. Treatment should always begin with behavioral interventions before medication.

Individuals with ADHD can share experiences and resources through organizations that assist families dealing with attention deficit hyperactivity disorder. The US organization Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) has state and local chapters helping individuals and families cope with the condition. CHADD chapters often have libraries and provide resources on ADHD management. The Learning Disabilities Association of America (LDA) also has state and local chapters helping schools and families cope with a wide range of learning disabilities, including ADHD.
Bibliography
Accardo, Pasquale J., et al., editors. Attention Deficits and Hyperactivity in Children and Adults: Diagnosis, Treatment, Management. 2nd ed., Marcel Dekker, 2000.

"Attention Deficit Hyperactivity Disorder." National Institute of Mental Health, National Institutes of Health, US Dept. of Health and Human Services, Mar. 2016, www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml. Accessed 6 Sept. 2017.

"Attention Deficit/Hyperactivity Disorder (ADHD)." Centers for Disease Control and Prevention, US Dept. of Health & Human Services, 18 July 2017, www.cdc.gov/ncbddd/adhd/index.html. Accessed 25 Sept. 2017.

Barkley, Russell A., editor. Attention-Deficit Hyperactivity Disorder: A Handbook for Treatment and Diagnosis. 4th ed., Guilford Press, 2015.

Breggin, Peter R. Talking Back to Ritalin: What Doctors Aren't Telling You about Stimulants and ADHD. Rev. ed., Da Capo Press, 2001.

Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5th ed., American Psychiatric Association, 2013.

"General Prevalence." CHADD: The National Resource on ADHD, www.chadd.org/understanding-adhd/about-adhd/data-and-statistics/general-prevalence.aspx. Accessed 25 Sept. 2017.

McGough, James J. ADHD. Oxford UP, 2014.

Phelan, Thomas W. All About ADHD: A Family Resource for Helping Your Child Succeed with ADHD. Sourcebooks, 2017.

Quinn, Patricia O. AD/HD and the College Student: The Everything Guide to Your Most Urgent Questions. Magination Press, 2012.

Quinn, Patricia O., and Judith M. Stern. Putting On the Brakes: Understanding and Taking Control of Your ADD or ADHD. 3rd ed., Magination Press, 2012.

Ramsay, J. Russell. Nonmedication Treatments for Adult ADHD: Evaluating Impact on Daily Functioning and Well-Being. American Psychological Association, 2010.

Rief, Sandra F. The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders. 2nd ed., Jossey-Bass, 2015.

Schwarz, Alan, and Sarah Cohen. "ADHD Seen in 11% of US Children as Diagnoses Rise." The New York Times, 31 Mar. 2013, www.nytimes.com/2013/04/01/health/more-diagnoses-of-hyperactivity-causing-concern.html. Accessed 25 Sept. 2017.

Silva, Desiree, et al. "Environmental Risk Factors by Gender Associated with Attention-Deficit/Hyperactivity Disorder." Pediatrics, vol. 133, no. 1, 2014, doi:10.1542/peds.2013-1434. Accessed 6 Sept. 2017.

Steiner, Naomi J., et al. "In-School Neurofeedback Training for ADHD: Sustained Improvements from a Randomized Control Trial." Pediatrics, vol. 133, no. 3, 2014, doi:10.1542/peds.2013-2059. Accessed 6 Sept. 2017.

Thomas, Rae, et al. "Prevalence of Attention-Deficit/Hyperactivity Disorder: A Systematic Review and Meta-Analysis." Pediatrics, vol. 135, no. 4, 2015, doi:10.1542/peds.2014-3482. Accessed 6 Sept. 2017.

UK Adult ADHD Network et al. Handbook for Attention Deficit Hyperactivity Disorder in Adults. Springer Healthcare, 2013.

Van Dongen-Boomsma, Martine, et al. "A Randomized Placebo-Controlled Trial of Electroencephalographic (EEG) Neurofeedback in Children with Attention-Deficit/Hyperactivity Disorder." Journal of Clinical Psychiatry, vol. 74, no. 8, 2013, pp. 821-27.

"What Is ADHD?" KidsHealth, Nemours Foundation, July 2014, kidshealth.org/en/parents/adhd.html. Accessed 6 Sept. 2017.

Copyright of Magill's Medical Guide (Online Edition) is the property of Salem Press. The copyright in an individual article may be maintained by the author in certain cases. Content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Source: Magill's Medical Guide (Online Edition), 2019, 5p
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Attention deficit hyperactivity disorder (ADHD)

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Also known as: Attention-deficit hyperactivity disorder (ADHD); attention deficit/hyperactivity disorder (ADHD); attention-deficit disorder (ADD) Anatomy or system affected: Brain, nervous system, psychic-emotional system Definition: A condition characterized by an inability to focus attention or to inhibit impulsive, hyperactive behavior; it is associated with behavior that results in poor performance in educational, social, or work settings.

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ODD

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IDEA

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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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If you are on this page, chances are, you're searching for help. We offer many services to help adults and children who are struggling with their managing and improving their mental health on their own. Our goal is to help you or your loved one live the most satisfying and productive life possible.

Our approach to treatment promotes improvement in your health and wellness. We try to help you live your life how you want to live it so you can achieve your goals and dreams. We have a team of professionals who will work together in a way that is driven by your needs and preferences. In other words, we will not tell you how to live your life, instead we teach you tools and skills that help you take charge of your recovery.

We help adults who are dealing with a mental illness. If you think you or your loved one needs help, call us for an initial appointment at no cost. Our friendly staff will ask you questions about what is going on with you and your life. If you fit our admission criteria, you will be scheduled for an appointment with our psychiatrist. Some of the services we offer to help you into recovery include: tools and skills that help you take charge of your recovery.

Medication Clinics Our clinics are staffed with psychiatrists and nurses. Psychiatrists evaluate patients and prescribe medications to help reduce or eliminate symptoms associated with mental illness. Many individuals qualify for assistance with the cost of medications.

Counseling Professional guidance by licensed therapists to help individuals resolve personal and emotional conflicts. The therapist helps to identify emotions, attitudes, and behaviors that get in the way of coping with daily problems. Individuals learn skills to solve new problems that arise even after counseling ends.

Case Management Our case managers link individuals to other community resources to help with recovery in all areas of life.

Skills Training Individualized training helps clients learn skills to become stable and maintain stability. Some types of training are:

budgeting

social skills

learning how to cope with symptoms of their illness

learning why and how to take their medication

Supported Housing Services for clients who have had difficulty finding and keeping stable housing because of their mental illness. Clients get training on how to locate the housing they prefer, understanding a lease, being a good tenant, and on fair housing rights and responsibilities. Some clients may qualify for financial assistance related to housing.

Supported Employment Assists clients in finding a job and keeping them employed. Some examples of how staff can help clients:

job coaching

resume building

achieving educaitonal goals

reporting earnings to social security in order to receive social security benefits

communicate with employers to help clients in the workplace

Rainbow House Support group services that helps individuals learn the skills to reach personal recovery in an environment of their peers. Services are provided daily, generally in half day sessions. Separate men's and women's support groups are offered as well. Additional activities include day fishing trips, weekends out of town holidays, holiday celebrations, daily lunch, and other supportive services.

Co-Occurring Psychiatric and Substance use Disorder (COPSD) Services COPSD is for clients already receiving mental health treatment and/or substance abuse treatment. COPSD gives clients who are struggling with both mental illness and chemical dependency extra skills and counseling to help them remain drug-free and psychiatrically stable to prevent hospitalization or residential care.

We treat children with any mental health diagnosis. Raising a child with a mental health disorder is often difficult and stressful for the entire family unit. Parents may not know how to address the special needs of their child, or family relationships may be stressed and have conflict. This is why we offer help to caregivers as well as to the child. Some of the services we provide for children and adolescents with a mental health diagnosis include:

Medication Clinics Our clinics are staffed with specialized child psychiatrists and nurses. Psychiatrists evaluate patients and prescribe medications to help reduce or eliminate symptoms associated with mental illness. Many individuals qualify for assistance with the cost of medications.

Counseling Professional guidance by licensed therapists to help the family resolve personal and emotional conflicts. The therapist helps to identify emotions, attitudes, and behaviors, for both the child and caregivers, that get in the way of coping with daily problems. Individuals learn skills to solve new problems that arise even after counseling ends.

Case Management Our case managers link families to other community resources to help with recovery in all areas of life. They can also attend school meetings and help to make sure the child receives appropriate accommodations at school.

Skills Training Individualized training helps children learn skills to become stable and maintain stability. Caregivers also receive training to learn how to improve relationships with their child and how to provide support that the child needs. Some types of training are:

anger control

social skills

learning how to cope with symptoms of their illness

nurturing parent training

Family Partner Our certified family partners (CFP) work with the parents to link them to resources to the community. The CFP provides extra support for the parent in a school and community setting. The CFP attends school meetings in order for the child to receive appropriate accommodations at school.

Youth Empowerment Services (YES) Waiver YES is a service specifically designed for children with severe emotional disturbances who are at risk of being removed from their home. Children must be enrolled in Medicaid in order to receive YES services. YES allows us to provide alternative types of services to the child to help them continue to live in the community with their families.

For more information on YES Waiver services, please click here.
How do individuals or families gain access to mental health services?
**INDIVIDUALS EXPERIENCING A CRISIS MAY ACCESS SERVICES IN ANY OF THE FOLLOWING WAYS:

1. Walk into any of PermiaCare's Mental Health Clinics during normal business hours. Click here for locations.

2. Call (844) 420-3964.

3. Call any of the PermiaCare Mental Health Clinics directly. Click here for locations.

4. Call 911.

Outpatient Services
If you are seeking routine mental health services, you may:

1. Walk into the PermiaCare Mental Health Clinic in the county you reside in during normal business hours. Click here for locations.

2. Call (844) 420-3964 for crisis and routine mental health services.

3. Call the local phone number for the PermiaCare Mental Health Clinic in the county that you live in. Click here for locations.

When you come in for your initial visit, you should bring the following documents:

1. Proof of identity (driver's license, photo ID, Social Security card and identifying picture, etc)

2. Proof of income (last month of check stubs, Social Security Benefits Awards letter, letter stating you are providing financial assistance, etc.)

3. Proof of residence (utility bill, lease agreement, etc.)

4. Proof of insurance, Medicaid, Medicare, or other third party payor (if applicable).

**If you cannot provide one or more of the above, please contact the appropriate PermiaCare clinic and staff will assist you with making alternative arrangements.** What next?
Once you contact us, you or your loved one will be evaluated by a mental health professional to determine if you are eligible for services.

If you are not eligible for services, our staff will help you access alternative services in the community.

If you or your loved one is eligible for our mental health services, we will determine what your specific needs are by completing a needs and strengths assessment. We will create a recovery plan based on your strengths and preferences. You will begin receiving services from our service array (some are listed above) based on your needs and choices.

Find the Consolidated Local Service Plan (CLSP) here.

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If you are on this page, chances are, you're searching for help. We offer many services to help adults and children who are struggling with their managing and improving their mental health on their own. Our goal is to help you or your loved one live the most satisfying and productive life possible.

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IEP vs. 504

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The world of special education (and education in general) is filled with acronyms and jargon, which can often make it even more difficult to navigate and understand. Two of the more important documents that families should be familiar with include IEPs (Individualized Education Plans) and 504 plans.

Not to be confused with one another, both formal documents provide important accommodations and information for any child with special needs, yet they are vastly different.

Here's what you need to know about the similarities and differences of each.

What They Are

An IEP is a comprehensive document that essentially serves as a blueprint or roadmap for a child with special education services. It includes comprehensive information about a child's diagnoses, needs, recommended services, and accommodations, and pretty much anything else pertaining to the child's unique identifying factors. It's formal and legally binding, and is the result of a comprehensive evaluation.
Dig deeper: What Is an IEP?
A 504 plan is also a map or plan, but it deals specifically with how a child will be learning within the school, and does not equate to a diagnosis or even formal special education services. The name of the document arises from Section 504 of the Rehabilitation Act of 1973 which prohibits discrimination against people with disabilities who are in need of accommodations. This is issued to students who are able to participate in a general education classroom, but still need accommodations that the school must provide.

Similarities

Both documents outline accommodations for the student that are to be made under federal law.

Both documents are provided to all education and service providers who are responsible for the student named within the document.

Federal and state guidelines apply to both.

Differences

An IEP is an in-depth document for all students who require special education services. A 504 plan can accommodate students who can learn within a general education environment with stated modifications.

A 504 plan does not necessarily mean a child qualifies for special education services as per the child study team or districts' respective equivalent.

504 plans can be utilized on an as-needed basis - for instance, physical accommodations for a student with a temporary injury. IEPs constitute a fully active special education plan for students and are renewed annually.

Everything included in a 504 can be included in an IEP, but not everything in an IEP is included in a 504.

An IEP can provide services and supports that a 504 plan can't, such as specialized instruction.

Important To Note

A child might technically be able to have both an IEP and a 504 plan, but often there is no need to have both.
Continue Your Research: What Is Special Education? (Probably Not What You Think)What Happens To Your Child's IEP After High School? Why Montessori Schools Can Be Awesome for Kids With ADHD

Author: Erin Nicole Celletti

Erin Celletti is a freelance journalist and the Director of Communications at Integration Charter Schools. With seven years of classroom teaching and leadership experience, Erin has a BA in Journalism from Quinnipiac University, as well as a M.S.Ed. in Childhood and Special Education from St. John's University, and a M.S.Ed. in School and Building Leadership from Wagner College. Erin lives in Hoboken, NJ with her husband, and baby girl on the way. Her work has also appeared in BRIDES, Teen Vogue, Allure, and TODAY Parents.

View all posts by Erin Nicole Celletti

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IEP vs. 504 Plan: What's the Difference?

# data[].attributes.attachment_link.description
The world of special education (and education in general) is filled with acronyms and jargon, which can often make it even more difficult to navigate and understand. Two of the more important documents that families should be familiar with include IEPs (Individualized Education Plans) and 504 plans.

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Overview

If you have a mood disorder, your general emotional state or mood is distorted or inconsistent with your circumstances and interferes with your ability to function. You may be extremely sad, empty or irritable (depressed), or you may have periods of depression alternating with being excessively happy (mania).

Anxiety disorders can also affect your mood and often occur along with depression. Mood disorders may increase your risk of suicide.

Some examples of mood disorders include:

Major depressive disorder - prolonged and persistent periods of extreme sadness

Bipolar disorder - also called manic depression or bipolar affective disorder, depression that includes alternating times of depression and mania

Seasonal affective disorder (SAD) - a form of depression most often associated with fewer hours of daylight in the far northern and southern latitudes from late fall to early spring

Cyclothymic disorder - a disorder that causes emotional ups and downs that are less extreme than bipolar disorder

Premenstrual dysphoric disorder - mood changes and irritability that occur during the premenstrual phase of a woman's cycle and go away with the onset of menses

Persistent depressive disorder (dysthymia) - a long-term (chronic) form of depression

Disruptive mood dysregulation disorder - a disorder of chronic, severe and persistent irritability in children that often includes frequent temper outbursts that are inconsistent with the child's developmental age

Depression related to medical illness - a persistent depressed mood and a significant loss of pleasure in most or all activities that's directly related to the physical effects of another medical condition

Depression induced by substance use or medication ― depression symptoms that develop during or soon after substance use or withdrawal or after exposure to a medication

For most people, mood disorders can be successfully treated with medications and talk therapy (psychotherapy).

When to see a doctor

If you're concerned that you may have a mood disorder, make an appointment to see your doctor or a mental health professional as soon as you can. If you're reluctant to seek treatment, talk to a friend or loved one, a faith leader, or someone else you trust.

Talk to a health care professional if you:

Feel like your emotions are interfering with your work, relationships, social activities or other parts of your life

Have trouble with drinking or drugs

Have suicidal thoughts or behaviors - seek emergency treatment immediately

Your mood disorder is unlikely to simply go away on its own, and it may get worse over time. Seek professional help before your mood disorder becomes severe - it may be easier to treat early on.

Products & Services

Mood disorders care at Mayo Clinic

Show references

1. Mood disorders fact sheet. National Institutes of Health. http://report.nih.gov/NIHfactsheets/ViewFactSheet.aspx?csid=48. Accessed Sept. 23, 2017.

2. Brown A. Allscripts EPSi. Mayo Clinic, Rochester, Minn. Aug. 3, 2017.

3. Overview of mood disorders. Merck Manual Professional Version. http://www.merckmanuals.com/professional/psychiatric-disorders/mood-disorders/overview-of-mood-disorders. Accessed Sept. 23, 2017.

4. Mood disorders. MentalHealth.gov. http://www.mentalhealth.gov/what-to-look-for/mood-disorders/index.html. Accessed Sept. 23, 2017.

5. Depressive disorders. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. Arlington, Va.: American Psychiatric Association; 2013. http://dsm.psychiatryonline.org. Accessed Sept. 23, 2017.

6. Bipolar and related disorders. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. Arlington, Va.: American Psychiatric Association; 2013. http://dsm.psychiatryonline.org. Accessed Sept. 23, 2017.

7. Hall-Flavin DK (expert opinion). Mayo Clinic, Rochester, Minn. Oct. 2, 2017.

Related

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If you have a mood disorder, your general emotional state or mood is distorted or inconsistent with your circumstances and interferes with your ability to function. You may be extremely sad, empty or irritable (depressed), or you may have periods of depression alternating with being excessively happy (mania).

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Schizophrenia

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Overview

Occasional anxiety is an expected part of life. You might feel anxious when faced with a problem at work, before taking a test, or before making an important decision. But anxiety disorders involve more than temporary worry or fear. For a person with an anxiety disorder, the anxiety does not go away and can get worse over time. The symptoms can interfere with daily activities such as job performance, school work, and relationships.

There are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.

Signs and Symptoms

Risk Factors

Treatments and Therapies

Join a Study

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Occasional anxiety is an expected part of life. You might feel anxious when faced with a problem at work, before taking a test, or before making an important decision. But anxiety disorders involve more than temporary worry or fear. For a person with an anxiety disorder, the anxiety does not go away and can get worse over time.

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Breathe Life Healing Centers | West Hollywood | CA

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All 12 Types of Eating Disorders Explained

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In this article, we covered an updated list of the different types of eating disorders. Click here for more info and learn how to get help.

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Angelo State University - Library Online Resources

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