Mental Disorders and Disabilities Among Low-Income Children (2015) / Chapter Skim
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Appendix B: SSA Childhood Mental Disorders Listing of Impairments
Appendix B: SSA Childhood Mental Disorders Listing of Impairments
Pages 353-374
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From page 353... ...
For example, findings such as separation anxiety, failure to mold or bond with the parents, or withdrawal may serve as findings comparable to findings that mark mental disorders in adults. The 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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From page 354... ...
The purpose of the paragraph B criteria is to describe impairmentrelated functional limitations which are applicable to children. Standardized tests of social or cognitive function and adaptive behavior are frequently available and appropriate for the evaluation of children and, thus, such tests are included in the paragraph B functional parameters.
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From page 355... ...
B. Need for Medical Evidence: The existence of a medically determinable impairment of the required duration must be established by medical evidence consisting of symptoms, signs, and laboratory findings (including psychological or developmental test findings)
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From page 356... ...
The principles for assessing the severity of impairment in such children, described in the following paragraphs, must be employed. Generally, when we assess the degree of developmental delay imposed by a mental impairment, we will use an infant's or toddler's chronological age; i.e., the child's age based on birth date.
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From page 357... ...
This information will ordinarily be available in the existing medical evidence from the claimant's treating sources and other medical sources, supplemented by information from nonmedical sources, such as parents, who have observed the child and can provide pertinent historical information. It may also be available from standardized testing.
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From page 358... ...
Cooperative behaviors, consideration for others, awareness of others' feelings, and social maturity, appropriate to a child's age, also need to be considered. Social functioning in play and school may involve interactions with adults, including responding appropriately to persons in authority (e.g., teachers, coaches)
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From page 359... ...
Problems in social functioning, especially in the area of peer relationships, are often observed firsthand by teachers and school nurses. As described in 112.00D, Documentation, school records are an excellent source of information concerning function and standardized testing and should always be sought for school-aged children.
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From page 360... ...
(Medical findings consist of symptoms, signs, and laboratory findings.) Whenever possible, a medical source's findings should reflect the medical source's consideration of information from parents or other concerned individuals who are aware of the child's activities of daily living, social functioning, and ability to adapt to different settings and expectations, as well as the medical source's findings and observations on examination, consistent with standard clinical practice.
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From page 361... ...
The IQ scores in listing 112.05 reflect values from tests of general intelligence that have a mean of 100 and a standard deviation of 15, e.g., the Wechsler series. IQs obtained from standardized tests that deviate from a mean of 100 and standard deviation of 15 require conversion to a percentile rank so that the actual degree of limitation reflected by the IQ scores can be determined.
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From page 362... ...
14. Formal psychological tests of cognitive functioning are generally in use for preschool children, for primary school children, and for adolescents except for those instances noted below.
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From page 363... ...
Such settings include, but are not limited to, psychiatric hospitals, developmental disabilities facilities, residential treatment centers and schools, community-based group homes, and workshop facilities. The reduced mental demands of such structured settings may attenuate overt symptomatology and superficially make the child's level of adaptive functioning appear better than it is.
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From page 364... ...
The history and physical examination or laboratory tests, including psychological or neuropsychological tests, demonstrate or support the presence of an organic factor judged to be etiologically related to the abnormal mental state and associated deficit or loss of specific cognitive abilities, or affective changes, or loss of previously acquired functional abilities. The required level of severity for these disorders is met when the requirements in both A and B are satisfied.
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From page 365... ...
Other medical findings of an equivalent abnormality of social functioning, exemplified by serious inability to achieve age-appropriate autonomy as manifested by excessive clinging or extreme separation anxiety; or d. Attainment of development or function generally acquired by children no more than two-thirds of the child's chronological age in two or more areas covered by a, b, or c, as measured by an appropriate standardized test or other appropriate medical findings.
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From page 366... ...
and including, if necessary, the results of appropriate standardized tests; or c. Marked impairment in age-appropriate personal functioning, documented by history and medical findings (including consideration of information from parents or other individuals who have knowledge of the child, when such information is needed and available)
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From page 367... ...
Bipolar or cyclothymic syndrome with a history of episodic periods manifested by the full symptomatic picture of both manic and depressive syndromes (and currently or most recently characterized by the full or partial symptomatic picture of either or both syndromes)
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From page 368... ...
112.05 Intellectual Disability: Characterized by significantly subaverage general intellectual functioning with deficits in adaptive functioning. The required level of severity for this disorder is met when the requirements in A, B, C, D, E, or F are satisfied.
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From page 369... ...
For older infants and toddlers (age 1 to attainment of age 3) , resulting in attainment of development or function generally acquired by children no more than two-thirds of the child's chronological age in paragraph B1b of 112.02, and a physical or other mental impairment imposing an additional and significant limitation of function; or 2.
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From page 370... ...
A Medically documented findings of one of the following: 1.
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From page 371... ...
112.09 Psychoactive Substance Dependence Disorders: Manifested by a cluster of cognitive, behavioral, and physiologic symptoms that indicate impaired control of psychoactive substance use with continued use of the substance despite adverse consequences. The required level of severity for these disorders is met when the requirements in both A and B are satisfied.
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From page 372... ...
For other pervasive developmental disorders, both of the following: a. Qualitative deficits in the development of reciprocal social interaction; and b.
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From page 373... ...
including, if necessary, a standardized test; or B Motor development generally acquired by children no more than onehalf the child's chronological age, documented by appropriate medical findings, including if necessary, a standardized test; or C
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From page 374... ...
Attainment of development or function generally acquired by children no more than two-thirds of the child's chronological age in two or more areas (i.e., cognitive/communicative, motor, and social) , documented by appropriate medical findings, including if necessary, standardized testing.
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