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1 Diagnosis of Neurodevelopmental/disruptive, impulse-control, and conduct disorders Author's Name Institution Affiliation Course Name and Number Professor's Name Date of Submission

2 Diagnosis for the client Question 1 315.2 Specific Learning Disorder, with impairment in reading Z55.9 Encounter for screening for other specified learning and coordination deficits. Diagnosis Support. From the case study, the client is diagnosed with a specific learning disorder characterized by what is described. Diego has had a history of academic struggles since he was in the third grade; even though he has a high above-average intellectual ability, he has challenges completing his assignments and organizing his thoughts for writing. As described in the case study, Diego struggles to retain information despite comprehending the material. These characteristics support the ideal diagnosis of specific learning disorders, particularly in reading. The Z code in this case study reflects the psychosocial and environmental impact on Diego’s education and literacy within twelve months. Diego has been raised in a strict Cuban household, and hence, his anxiety about disappointing his family contributes to his academic challenges. Question 2 Differential diagnosis In this case study, the differential diagnosis can be attention deficit disorder (ADHD), which can be considered due to Diego's distractions and difficulty in staying focused during tasks. The attention-deficit/hyperactivity disorder affects millions of children, including persistent problems such as difficulty in maintaining attention and careless mistakes in schoolwork. The disease is characterized by having trouble organizing tasks and activities (Magnus et al., 2023). In this case, ADHD is excluded as Diego’s challenges seem more specific to reading and organization than the general attention deficits. Question 3

3 Exclusion of diagnosis While scrutinizing Diego's symptoms, there is no display of significant behavioral challenges, impulsivity, or hyperactivity associated with ADHD. In this case, Diego seems more distracted or has difficulty reading and writing rather than a permeating attention issue. Question 4 Cultural factors The case study pinpoints Diego's Cuban background and the family's adherence to cultural norms that play a role in this diagnosis. Diego has been raised in a strict household with expectations and concerns about discipline, which contribute to his anxiety and fear of disappointing his parents. The cultural concept of distress comes with the parental expectation of Diego to perform well, even in academics. Question 5 Z codes The code selected, Z55.9, highlights problems related to Diego's life, including his education and literacy environment within the 12 months. Diego's psychosocial environment has played a crucial role in his academic performance; being raised in a strict household and the emphasis on his chores contributes to his stress and anxiety about academic performance. The family dynamics and home environment, such as parenting styles, contribute to Diego's ability to cope with the demands of the school. References

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4 Magnus, W., Nazir, S., Anilkumar, A. C., & Shaban, K. (2023, August 8). Attention Deficit Hyperactivity Disorder (ADHD) . PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK441838/ Robinson, L. R., Bitsko, R. H., O’Masta, B., Holbrook, J. R., Ko, J., Barry, C. M., ... & Kaminski, J. W. (2022). A systematic review and meta-analysis of parental depression, antidepressant usage, antisocial personality disorder, and stress and anxiety as risk factors for attention-deficit/hyperactivity disorder (ADHD) in children. Prevention Science , 1-19

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