ADD and/or ADHD Diagnosis and Childhood Mental Disorders for SSI and SSD

Childhood SSI and SSD mental disorders as defined by the Social Security Administration (SSA) are categorized just as adult SSI and SSD disorders are catagorized. The listings can be found here: http://www.ssa.gov/disability/professionals/bluebook/112.00-MentalDisorders-Childhood.htm

This represents the most common Childhood Mental Disorder.  Childhood mental disorders consider activities appropriate to children, such as learning, growing, playing, maturing, and school adjustment, are also different from the activities appropriate to the adult and vary widely in the different childhood stages.

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It is crucial to read the introductory SSA analysis of defining Childhood Mental Disorders prior to preparing and RFC Form for Childhood Mental Disorders.  Link Here:  http://www.ssa.gov/disability/professionals/bluebook/112.00-MentalDisorders-Childhood.htm#112_11




Standardized Measures Used

Standardized measures are typically used for the child’s social, linguistic, and cultural background are not available. In these cases, the best indicator of severity is often the level of adaptive functioning and how the child performs activities of daily living and social functioning.

Be certain the  report of test results includes both the objective data and clinical observations.

Comprehensive Neuropsychological Examinations

Comprehensive neuropsychological examinations may be used to establish the existence and extent of compromise of brain function, particularly in cases involving organic mental disorders. Normally these examinations include assessment of cerebral dominance, basic sensation and perception, motor speed and coordination, attention and concentration, visual-motor function, memory across verbal and visual modalities, receptive and expressive speech, higher-order linguistic operations, problem-solving, abstraction ability, and general intelligence.

Clinical Interview and Neuroscience Evaluation

In addition, there should be clinical interview geared toward evaluating pathological features known to occur frequently in neurological disease and trauma, e.g., emotional lability, abnormality of mood, impaired impulse control, passivity and apathy, or inappropriate social behavior. T

he specialist performing the examination may administer one of the commercially available comprehensive neuropsychological batteries, such as the Luria-Nebraska or Halstead-Reitan, or a battery of tests selected as relevant to the suspected brain dysfunction. The specialist performing the examination must be properly trained in this area of neuroscience.




112.11 Attention Deficit Hyperactivity Disorder:

Manifested by developmentally inappropriate degrees of inattention, impulsiveness, and hyperactivity.

The required level of severity for these disorders is met when the requirements in both A and B are satisfied.

A. Medically documented findings of all three of the following:

1. Marked inattention; and

2. Marked impulsiveness; and

3. Marked hyperactivity;

AND

B. For older infants and toddlers (age 1 to attainment of age 3), resulting in at least one of the appropriate age-group criteria in paragraph B1 of 112.02; or, for children (age 3 to attainment of age 18), resulting in at least two of the appropriate age-group criteria in paragraph B2 of 112.02.

MEDICAL AND FUNCTIONAL CAPACITY ASSESSMENT (CHILD)

TO: ________________________________________________________________________

RE: Patient: ________________________________________________________________

Date of Birth:SSN: ________________________

 

SSI/SSD Review of Child’s Medical Impairments

How long have you treated the child and how often do you see him/her?

What is/are your diagnoses, and provide your estimated date of onset?

Please identify the clinical findings and objective signs supporting the diagnoses.

Please list your patient’s symptoms.

For an Autistic Diagnosis:

Please be specific regarding qualitative deficits in the development of reciprocal social interaction with regard to each of the following:

1. Marked inattention; and

2. Marked impulsiveness; and

3. Marked hyperactivity;

Please be specific regarding qualitative deficits in verbal and nonverbal communication and in imaginative activity with regard to each of the following:

1. Marked inattention; and

2. Marked impulsiveness; and

3. Marked hyperactivity;

Please be specific identifying whether there exists a markedly restricted repertoire of activities and interests with regard to each of the following:

1. Marked inattention; and

2. Marked impulsiveness; and

3. Marked hyperactivity;

Have the child’s impairments lasted or can they be expected to last at least twelve months?

Yes No

Functional Capacity Assessment for Autism

Please assess how the child’s impairment(s) affects his/her development and performance of age-appropriate activities in the domains listed below compared with children the same age who do not have impairments.

Please Consider the Following Factors:

Chronicity of illness, exacerbations, and remissions

The effects of treatment, including adverse and beneficial effects of medications and other treatments

The need for structured settings, adaptations, and extra help

The combined effects of multiple impairments and the interactive and cumulative effects of an impairment(s) on the child’s activities (e.g., a single impairment may have effects in more than one area of functioning)

Ability to Function in Productive Environment

1. Acquiring and using information. This domain includes the ability to think, to acquire and use information, visual and verbal reasoning, problem solving, and idea development. It also includes perceptual, sensorimotor, language and memory processes necessary to learn.

Level of Impairment:

‘ none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Attending and completing tasks. This domain considers the child’s level of alertness, ability to work at an appropriate pace, allay impulses, and initiate, sustain and change focus. It also includes the capacity to focus on certain stimuli and ignore others.

Level of Impairment:

‘ none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Interacting and relating with others. This domain assesses all aspects of social interaction and relationships with groups and individuals. This incorporates speech and language skills necessary to communicate effectively. It also includes the ability to respond to emotional and behavioral cues and form intimate relationships.

Level of Impairment:

none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Moving about and manipulating objects. This domain looks at the child’s ability to perform physical functions like sitting, standing, balancing, shifting weight, bending, crawling, running, and transferring. It also includes the ability to hold, carry, and manipulate objects, as well as the capacity to plan, remember and execute movements. Also considered are the child’s coordination, dexterity, and integration of sensory input.

Level of Impairment:

‘ none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Child’s Ability to Care for Him/Herself

Measure the child’s ability to care for his or her physical needs and to maintain a healthy emotional state. It includes the ability to care for one’s own health and safety and to cooperate with others to meet one’s needs. It also incorporates the concept that the child should be developing an increasing sense of independence and competence.

Level of Impairment:

‘ none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Health and physical well-being. What are the cumulative physical effects of physical and/or mental impairments. Considered are the effects of chronic illness, including shortness of breath, reduced stamina, pain and poor growth. Also includes are the impact of therapies, medications and periods of exacerbation and remission and in each of these consider the impact of each of the following:

1. Marked inattention; and

2. Marked impulsiveness; and

3. Marked hyperactivity;

Level of Impairment:

‘ none to slight

‘ moderate

‘ marked

‘ extreme

‘ not able to assess

Please add any other comments which you feel will be helpful in assessing the child’s disability:

Date:

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