Chapter 1: Introduction: Purpose and Characteristics of This Book

PART 1: DIAGNOSTIC ISSUES AND USING THE DSM-5
Chapter 2: Psychiatric Diagnosis: Issues for School Psychologists
Chapter 3: Overview of the DSM-5 Diagnostic System
Chapter 4: Learning to Use the DSM-5

PART 2 GUIDELINES FOR EVALUATION OF APPEALS
Chapter 5 Intellectual Ability and Cognitive Problems
Chapter 6 Learning, Communication, and Exercise Issues
Chapter 7: Extremely Atypical Symptom Patterns: Autism Spectrum Disorder and Psychosis
Chapter 8 Mood Problems
Chapter 9 Anxiety Problems
Chapter 10 Other Internalization Issues
Chapter 11 Conduct Issues
Chapter 12 Impulse Control Problems
Chapter 13 Highly Focused Symptom Patterns
Chapter 14 Substance-Related Problems and Other Addictive Behaviors
Chapter 15 Personality Disorders
Chapter 16 Additional Codes and Categories

PART 3: Implementing the DSM-5 in Schools: Issues and Discussions
Chapter 17 Evaluation Ethics and Professional Responsibility
Chapter 18 Case Report: Data and Related Documents for Diagnosis
Chapter 19: Exploring Reimbursement Options for School Assessment and Diagnosis
Chapter 20: DSM-5 and People with Disabilities: The Education Improvement Act
Chapter 21: Problems with DSM-5

"Tobin and House provide a logical, consistent, and valuable review of the DSM-5 for school psychologists. Used alongside the DSM-5, this book will greatly facilitate understanding and application of diagnostic criteria in schools and school-related settings.
After thoroughly digesting the introductory chapters, practicing clinicians can use the chapters on specific disorders as convenient reference materials.
This book would be useful as a supplementary textbook for child psychopathology courses for school psychologists.
Students will gain an understanding of the conceptual basis of practical diagnostic schemas and their utility in deriving effective interventions.”
-Cecil Reynolds, PhD (Editor-in-Chief, Psychological Assessment)

"A valuable addition to the professional library of school psychologists, who are increasingly called upon to provide DSM-5 diagnoses and interpret diagnostic reports from other mental health professionals… The authors draw on extensive clinical experience to offer their personal perspectives, numerous examples of school-based practices, additional diagnostic information resources, and recommendations for best practices. For readers familiar with previous editions of the DSM, Tobin and House clearly explain the changes in DSM-5."
-Mark Swardlick, PhD, ABPP (Coordinator of the School Psychology Program, Graduate School, University of Illinois)

This book is a crucial resource for school psychologists—both new and experienced—and for graduate students eager to enter this complex, challenging, and exciting field. Given the DSM-5's connections to the broader field of applied psychology and to IDEA, school psychologists must be proficient in its use and application.
The authors clearly understand and respect the needs faced by practicing clinicians.
Each chapter provides helpful explanations of the many types of requests you might encounter in a school setting.”
-Donald Saklowski, PhD (Department of Psychology, University of Western Ontario, Canada)

“This book details how and when a psychiatric diagnosis or developmental disability can be moved into the special education eligibility category.
Additionally, best practices for integrating DSM-5 diagnoses into school teams' decision-making are presented.
And the authors address questions about licensing and qualifications.
For example, it explains why some school psychologists can diagnose ADHD, while others cannot.”
Tammy Hughes, PhD (Ducanes University, Department of Counseling, Psychology, and Special Education) (Father Martin Heheer Distinguished Professor of Academic Excellence)