NRNP 6635 Week 10: Neurocognitive and Neurodevelopmental Disorders

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

The human brain only constitutes approximately 2% of an individual’s total body weight, a percentage that pales in comparison to the brain’s level of importance in human development (Koch, 2016). Although externally protected by layers of membranes as well as the skull, the brain is not very resistant to damage. Damage to the brain may compromise its functionality, which may, in turn, lead to neurodevelopmental disorders in childhood and adolescence or neurocognitive disorders for any number of reasons across the lifespan.

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This week, you practice assessing and diagnosing neurocognitive and neurodevelopmental disorders across the lifespan.

Reference: Koch, C. (2016, January 1). Does brain size matter? Scientific American. https://www.scientificamerican.com/article/does-brain-size-matter1/

Learning Objectives

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with neurocognitive and neurodevelopmental disorders across the lifespan

Learning Resources

Required Readings (click to expand/reduce) 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 21, Neurocognitive Disorders
  • Chapter 31, Child Psychiatry

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Required Media (click to expand/reduce) 

MedEasy. (2016). Progressive neurocognitive disorders. | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=KdcjyHvaAuQ

Video Case Selections for Assignment (click to expand/reduce) 

Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders Symptom Media. (Producer). (2017). Training title 48 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-48

Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-50

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Photo Credit: Getty Images

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 10

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:

Week 10 Assignment

What’s Coming Up in Week 11?Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Week 11, you explore gender identity disorders and psychiatric emergencies. You also complete your final exam.

Next Week

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week10_Assignment_Rubric
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Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%)
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
23 (23%) – 25 (25%)
The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
20 (20%) – 22 (22%)
The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.
18 (18%) – 19 (19%)
The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.
0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking.
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100
Name: NRNP_6635_Week10_Assignment_Rubric

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TRANSCRIPT OF VIDEO FILE:

00:00:00
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00:00:00
BEGIN TRANSCRIPT:

00:00:00
[sil.]

00:00:15
OFF CAMERA Well, thank you for bringing in these completed questionnaires on attention deficit hyperactivity disorder.

00:00:25
MRS. HIGGINS Yeah, you asked me to have some of her teachers fill out the forms, and so, I had two, and I filled out one.

00:00:35
OFF CAMERA Great, great, that’s wonderful, and these look very, yep, very completely filled out. How are you today, Sarah?

00:00:40
SARAH Fine, thank you.

00:00:45
OFF CAMERA Is it okay if I ask you some of the questions about how well you pay attention in school?

00:00:50
SARAH Uh-huh.

00:00:55
MRS. HIGGINS Sarah, use full words.

00:00:55
SARAH Yes, sir.

00:00:55
OFF CAMERA You are very polite. Thank you. Some people your age have difficulty being polite. You are very polite. When teachers tell you assignments in school, how well do you remember what they said your assignments are?

00:01:10
SARAH Not very well.

00:01:10
OFF CAMERA Mm-hmm.

00:01:10
SARAH They have to write her down a list.

00:01:15
OFF CAMERA Okay. Does that list help?

00:01:20
SARAH Sometimes I lose the list.

00:01:20
OFF CAMERA Oh, do you forget where you put the list of assignments?

00:01:25
SARAH Uh-huh. I mean, yes, I forget.

00:01:25
OFF CAMERA Does that happen every time or sometimes or not very much?

00:01:30
SARAH It happens sometimes.

00:01:35
MRS. HIGGINS Actually, every day.

00:01:35
OFF CAMERA Okay. Do you think maybe your mom is right about that, that you forget your assignment list almost every day?

00:01:45
SARAH Yes.

00:01:45
MRS. HIGGINS Yeah, they have to leave me a list on my cell phone.

00:01:50
OFF CAMERA Oh, okay. How long has this been a problem?

00:01:55
MRS. HIGGINS Pretty much since she started school, kindergarten.

00:02:00
OFF CAMERA Uh-huh, let’s see what else is on this list. How well do you sit still in your chair at school?

00:02:10
SARAH Not very well.

00:02:10
OFF CAMERA Uh-huh, do you fidget?

00:02:10
SARAH (chuckles) Yes.

00:02:10
OFF CAMERA Do you get in trouble for fidgeting or getting out of your chair?

00:02:15
SARAH Sometimes.

00:02:20
OFF CAMERA Okay, and if you’re reading from a book or a paper, can you sit still then and read?

00:02:25
SARAH Sometimes.

00:02:25
OFF CAMERA Mm-hmm.

00:02:25
MRS. HIGGINS If she really, really likes it, she’ll last about five minutes or so.

00:02:30
OFF CAMERA Do you remember what you read? Sarah, do you remember what you read?

00:02:40
MRS. HIGGINS Sarah, he’s talking to you.

00:02:45
SARAH Uh.

00:02:45
MRS. HIGGINS Answer him. I think this is the longest she’s ever sat still.

00:02:50
OFF CAMERA Oh, when you read a book, that’s where I was asking, when you read a book, do you remember what you read?

00:03:00
SARAH Not much.

00:03:00
OFF CAMERA Mm-hmm. What if the teacher reads the book to you, do you remember what the teacher read?

00:03:05
SARAH No, sir.

00:03:05
OFF CAMERA Mm-hmm, you are very polite, and thank you for answering my questions. I have a few more. Is that okay if I ask you some more?

00:03:20
MRS. HIGGINS Sarah, he’s asking you a question, not me.

00:03:20
OFF CAMERA Is that okay if I ask you some more questions?

00:03:25
SARAH Yes.

00:03:25
OFF CAMERA Do you lose things at home like keys or books or pencils? Just anything. Do you lose or misplace things you need?

00:03:35
SARAH I lost my geography book yesterday.

00:03:35
OFF CAMERA Mm-hmm, did you find it?

00:03:40
MRS. HIGGINS I think she left it on the bus. The bus driver is very nice, and we put her name in the book, so we think we’ll get it back.

00:03:45
OFF CAMERA Well, that’s good.

00:03:50
SARAH I lost my bracelet, too.

00:03:50
OFF CAMERA Was that a bracelet you like?

00:03:55
SARAH Mimi gave it to me.

00:03:55
MRS. HIGGINS My mother.

00:03:55
SARAH My grandmother.

00:04:00
OFF CAMERA Where do you think you lost it?

00:04:00
SARAH On a trip, maybe in the bathroom at the restaurant.

00:04:05
MRS. HIGGINS Yeah, we think she took it off to wash her hands.

00:04:05
OFF CAMERA Sarah, do you love that bracelet?

00:04:10
SARAH Lots.

00:04:10
OFF CAMERA Mm-hmm, so then that was sad for you?

00:04:15
SARAH Uh-huh, I mean, yes, it was sad.

00:04:15
OFF CAMERA Do you ever have problems losing your temper?

00:04:20
SARAH Sometimes.

00:04:20
OFF CAMERA Mm-hmm, what is something at school that makes you angry?

00:04:25
SARAH When the teachers say they asked me to do something, and I didn’t hear them.

00:04:30
OFF CAMERA Mm-hmm, do you daydream in school sometimes?

00:04:35
SARAH Yes.

00:04:35
OFF CAMERA What do you daydream about?

00:04:35
SARAH Going home and playing with Conley.

00:04:40
MRS. HIGGINS That’s her dog.

00:04:40
OFF CAMERA Oh, so you think about good times?

00:04:45
SARAH Yes.

00:04:45
OFF CAMERA Do you ever think about bad times, too, when you daydream?

00:04:50
SARAH Sometimes.

00:04:50
OFF CAMERA Mm-hmm, what sorts of bad times?

00:04:50
SARAH Missing Mom.

00:04:55
MRS. HIGGINS Yeah, we’re separated right now, and we’re split up, but Mom’s working on us being back together real soon.

00:05:05
OFF CAMERA Good, any time, Sarah, thinking about anyone, way anyone has hurt you or someone did something bad to you that they wish they didn’t do?

00:05:15
SARAH No, May Ann hit me one time at school, though.

00:05:20
OFF CAMERA Mm-hmm, do you daydream about her hitting you?

00:05:25
SARAH No.

00:05:25
OFF CAMERA Oh, when you do your homework or classwork, do you make mistakes?

00:05:30
SARAH Lots.

00:05:30
OFF CAMERA Mm-hmm, is that pretty frustrating?

00:05:30
SARAH Yes, ’cause I try to do it right.

00:05:35
OFF CAMERA Mm-hmm, that must not feel good.

00:05:35
SARAH It doesn’t feel good.

00:05:40
OFF CAMERA What are some of the questions I asked you today?

00:05:40
SARAH Uh, about my dog?

00:05:45
OFF CAMERA Yeah, okay. Anything else I asked you today?

00:05:50
SARAH Uh, I don’t know.

00:05:50
OFF CAMERA Mm-hmm, were you just thinking about something else?

00:05:55
SARAH I guess so.

00:05:55
OFF CAMERA What were you thinking about just then?

00:05:55
SARAH Your picture on the wall.

00:06:00
OFF CAMERA Ah, do you like that picture?

00:06:00
MRS. HIGGINS Sarah loves art, and she loves museums.

00:06:05
OFF CAMERA Uh-huh, do you stand and look at the paintings for a long time?

00:06:10
MRS. HIGGINS No, she runs from painting to painting, three or four times.

00:06:15
OFF CAMERA Oh, let’s see. I see in this form from your teachers that sometimes you have trouble waiting your turn, and yet, you are very polite today.

00:06:25
MRS. HIGGINS Yeah, she’s very polite, but in groups, she has a little bit more difficulty.

00:06:30
OFF CAMERA Uh-huh, is it difficult to sit still?

00:06:35
MRS. HIGGINS Answer his question.

00:06:40
OFF CAMERA Mm-hmm, we’ve been sitting still a pretty long time.

00:06:40
MRS. HIGGINS Yeah, this is the longest that I’ve seen her sit still.

00:06:45
OFF CAMERA Uh-huh, do you play video games?

00:06:45
MRS. HIGGINS Yeah, she likes her video games. She can stay on those for long periods.

00:06:50
OFF CAMERA Uh-huh, is that right, Sarah? Is that right, Sarah?

00:06:55
SARAH Is what right?

00:07:00
OFF CAMERA That you can play a video game for a long time. Do you get injured much?

00:07:05
SARAH Sometimes.

00:07:05
OFF CAMERA Mm-hmm.

00:07:10
MRS. HIGGINS Not so much now. When she was younger. We couldn’t even take her to the zoo. She used to stick her hand inside of the bars where the animals could bite her.

00:07:20
OFF CAMERA Oh.

00:07:20
MRS. HIGGINS And she was this little thing, and she would jump up on the walls, and she even jumped in a pool before she learned how to swim, and that, that really scared us.

00:07:30
OFF CAMERA Is that something that doesn’t happen so much now?

00:07:35
MRS. HIGGINS No, thank God.

00:07:35
OFF CAMERA So, Sarah, from what your mom told me, and what these teachers listed on these forms, it sounds like everyone is in agreement that you have some kind of trouble paying attention and with remembering things and about losing things and some other problems. Do you think you’d like help with all of that?

00:07:55
SARAH I guess so.

00:08:00
MRS. HIGGINS Yes, we would.

00:08:05
[sil.]

00:08:05
END TRANSCRIPT

Week 11: Gender Identity Disorders; Psychiatric Emergencies

In the past, popular culture tended to present gender as an attribute that was dichotomous; that is, it was either/or. To a certain extent, our culture, as well as many others, still portrays gender as equivalent to biological sex assignment. We may still encounter this when we fill out forms or are otherwise asked to identify ourselves, but nonbinary choices are increasingly common, as is the widespread acceptance of a person’s choice of personal pronoun.

Current psychological and biological science sees gender as a continuum, and it is viewed as a cultural attribute, not a biological one. As a cultural construct, gender and its expression vary widely. An individual’s gender identify refers to whether they identify as male, female, or some other category. Everyone has a gender identity. To meet the criteria for a gender identity disorder, however, a patient must not only have gender manifestations that do not conform to their culture’s gender norms (e.g., wearing opposite sex clothing), but also experience significant distress and negative impact on their life because of the gender incongruence.

Through the Learning Resources this week, you explore the assessment and diagnosis of gender identity disorders and psychiatric emergencies. You will also complete your final exam, which will cover the topics presented in Weeks 7–11.

Learning Objectives

Students will:

  • Apply concepts related to psychopathology and diagnostic reasoning in advanced practice nursing care in psychiatric and mental health settings

Learning Resources

Required Readings (click to expand/reduce) 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 18, Gender Dysphoria
  • Chapter 23, Emergency Psychiatric Medicine
Required Media (click to expand/reduce) 


Final Exam

This exam will cover assessment and diagnosis of the following across the lifespan:

  • Schizophrenia and other psychotic disorders
  • Medication-induced movement disorders
  • Substance related disorders
  • Personality disorders
  • Dissociative and somatic symptom-related disorders
  • Paraphilic disorders
  • Neurocognitive and neurodevelopmental disorders
  • Sexuality and gender identity disorders
  • Psychiatric emergenciesPhoto Credit: [Vergeles_Andrey]/[iStock / Getty Images Plus]/Getty Images

Prior to starting the exam, you should review all of your materials. There is a 2.5-hour time limit to complete this 100-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. No outside resources—including books, notes, websites, or any other type of resource—are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

By Day 7 of Week 11

Complete your exam.

Submission and Grading Information

Grading Criteria

To access your Exam:

Week 11 Final Exam


What’s Coming Up?

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

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