Reference no: EM133547292
. Jon's oppositional behaviors (related to his diagnoses of Episodic Mood Disorder, Impulse Control Disorder, Antisocial Personality Disorder, and ADHD) often impact his daily performance, yielding very inconsistent and misleading grades and outcomes. These oppositional behaviors, coupled with Jon's difficulties with other functional behavior such as organizational skills, auditory short-term memory, sequencing, and planning, significantly impact his ability to access and progress in the general curriculum consistently because his disruptive, defiant, noncompliant, and sometimes aggressive behaviors often lead to stopping of instruction and/or Jon's removal from the classroom setting (by his own accord or at the direction of the teacher or administrator). These behaviors also interfere with his ability to establish and maintain appropriate relationships with peers and adults. At times his behaviors interfere with the ability of others to access instruction. Jon also displays some weak areas when writing. Writing is laborious for him due to his hyper flexibility in his finger joints and his need for proprioceptive input. Jon responded extremely well on the assistive technology portion of the assessment.
(A certified school psychologist is required for evaluation of the following disability categories: Autism, Emotional Disturbance, Mental Retardation, Multiple Disabilities, Other Health Impairments, Specific Learning Disability or Traumatic Brain Injury)
1. What would be a primary diagnosis in this scenario?
2. What would be a secondary diagnosis in this scenario?
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