Which mental disorder would you consider to describe what is problematic for Marcus?

The Vignette of MarcusBased on the information presented, address the following questions using headings to match content in each:Which mental disorder would you consider to describe what is problematic for Marcus?List the specific criteria from the DSM-5 that you believe Marcus meets, given the information you currently know about him. Be sure to review and include all required diagnostic criteria to make a diagnosis. Use the Differential Diagnosis Tool in your online DSM-5 from the library to determine the appropriate diagnosis.What score would you document for Marcus, if Marcus’ family completed the parent- or guardian-rated Level 1 crosscutting symptom measure? Include the specific information you included when coming up with this score.Support your ideas with references to the course texts, articles from this learning unit, or articles from peer-reviewed journals that you locate in the Capella University Library.THE VIGNETTE OF MARCUSThe Vignette of Marcus: Marcus is a 10-year-old boy who has been struggling at school. During the past year he has frequently been distracted in class, and fidgety while in his seat. He often gets into trouble for not paying attention to the teacher, and has difficulty engaging in solitary activities such as reading or taking tests. He gets into trouble in school for talking too much, and for talking out of turn. While at recess, he continues to have difficulties standing still and taking turns. During class time, Marcus has difficulty following instructions and completing his work. He is easily distracted, does not pay attention to details, and frequently leaves his seat to interrupt the work of other students.Marcus continues to have difficulty at home. He spends the weekdays with his mother and two younger brothers whose ages are 5 and 7. He tries to help with many of the household chores his mother cannot tend to while she is at work full-time, but has difficulty following through. He seems to want to be helpful. He has some difficulty getting along with his brothers, and often will take their toys without asking. On the weekends, Marcus lives with his father, stepmother, his 11-year-old stepsister, and his 3-year-old half-sister. He describes his father and stepmother as being very strict, which causes some difficulty for Marcus. He has difficulties sitting still, which causes significant difficulty when he goes out to dinner or to other events with his father and stepmother.Marcus’ teacher has met with his parents on several occasions to discuss his poor academic progress. She has expressed concern with the level of his academic skills in writing and math, as well as with his ability to control his energy and to ‘fit in’ with the others in his class. Both the teacher and school principal have recommended counseling for Marcus, and the parents’ insurance plan will pay for 10 visits. Marcus’ pediatrician has also suggested the possibility of medication.CREDITSSubject Matter Expert:Mindy Heher, PhDInteractive Design:Marc AshmoreInstructional Design:Robin RozanksiProject Management:David BalthazorLicensed under a Creative Autism Spectrum DisorderReview the Extraordinary People story of Temple Grandin on page 280 and the case study of Richard on page 287 from your Abnormal Psychology text. Consider the range of impairment for individuals whose symptoms are described by autism spectrum disorder (ASD). Address the following using headings to match content in each bullet point:Compare early behaviors typical of those diagnosed with ASD evident in the description of Temple and Richard.How have the developments in the field since the time Temple was young changed how we understand Richard’s symptoms and their causes?Support your ideas with references to the course texts, articles from this learning unit, or articles from peer-reviewed journals that you locate in the Capella University Library.Response GuidelinesRespond to the initial discussion posts of one other learner. What reactions do you have to the ideas the learner has presented? Include examples from your own experience to support your perspective, and raise questions to continue the dialogue.Learning ComponentsThis activity will help you achieve the following learning components:Identify the main symptoms observed in persons who are experiencing psychological disorder.Use language appropriate for a counseling professional.Cite and reference resources, giving appropriate credit for another’s worKDr. Temple Grandin, professor of animal sciences at Colorado State University, has designed one-third of the livestock-handling facilities in the United States. She has published dozens of scientific papers and gives lectures throughout the world. Some of her lectures describe her new equipment and procedures for safer and more humane animal handling. Others describe her life with autism.Grandin showed the classic symptoms of autism (now called autism spectrum disorder) during childhood. As a baby, she had no desire to be held by her mother, though she was calm if left alone. As a young child, she seldom made eye contact with others and seemed to lack interest in people. She frequently threw wild tantrums. If left alone, she rocked back and forth or spun around repeatedly. She could sit for hours on the beach, watching sand dribble through her fingers, in a trancelike state. At age 2, she still had not begun talking and was labeled “brain-damaged” because doctors at that time did not know about autism spectrum disorder.Fortunately, Grandin’s mother was determined to find good teachers, learn ways to calm her daughter, and encourage her to speak and engage with others. Grandin did learn to speak by the time she entered elementary school, although most of her social interaction deficits remained. When she was 12, Grandin scored 137 on an IQ test (which falls in the very superior range) but still was thrown out of a regular school because she didn’t fit in. She persisted, however, and eventually went to college, where she earned a degree in psychology, and then to graduate school, where she earned a PhD in animal sciences.Grandin has been able to thrive in her career and personal life. Still, she finds it very difficult to understand emotions and social relationships. She does not “read” other people well and often finds herself offending others or being stared at because of her social awkwardness:I have always felt like someone who watches from the outside. I could not participate in the social interactions of high school life. … My peers spent hours standing around talking about jewelry or some other topic with no real substance. What did they get out of this? I just did not fit in. I never fit in with the crowd, but I had a few friends who were interested in the same things, such as skiing and riding horses. Friendship always revolved around what I did rather than who I was. (Grandin, 1995, p. 132)Still, Grandin does not regret that she has autism. She says,Richard, age 3½, appeared to be self-contained and aloof from others. He did not greet his mother in the mornings or his father when he returned from work, though if left with a baby-sitter, he tended to scream much of the time. He had no interest in other children and ignored his younger brother. His babbling had no conversational intonation. It was not until age 3 that he could understand simple practical instructions. His speech consisted of echoing some words and phrases he had heard in the past, with the original speaker’s accent and intonation; he could use one or two such phrases to indicate his simple needs. For example, if he said, “Do you want a drink?” he meant he was thirsty. He did not communicate by facial expression or use gesture or mime, except for pulling someone along with him and placing his or her hand on an object he wanted. He was fascinated by bright lights and spinning objects and would stare at them while laughing, flapping his hands, and dancing on tiptoe. He was intensely attached to a miniature car, which he held in his hand, day and night, but he never played imaginatively with this or any other toy. From age 2 he had collected kitchen utensils and arranged them in repetitive patterns all over the floors of the house. These pursuits, together with occasional periods of aimless running around, constituted his whole repertoire of spontaneous activities.The major management problem was Richard’s intense resistance to any attempt to change or extend his interests. Removing his toy car, even retrieving, for example, an egg whisk or a spoon for its legitimate use in cooking, or trying to make him look at a picture book precipitated temper tantrums that could last an hour or more, with screaming, kicking, and the biting of himself or others. These tantrums could be cut short by restoring the status quo.His parents had wondered if Richard might be deaf, but his love of music, his accurate echoing, and his sensitivity to some very soft sounds, such as those made by unwrapping chocolate in the next room, convinced them that this was not the cause of his abnormal behavior. Psychological testing gave Richard a mental age of 3 years in non-language-dependent skills (such as assembling objects) but only 18 months in language comprehension. (Source: DSM Casebook: A Learning Companion to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. American Psychiatric Association, 2013.)