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FNP II Final Exam Study Guide 2025
For assistance with your assignment email me:
Behavioral:
objectives : how affect individuals, S/S behavioral disorders across the lifespan, screening tools,
management, acute distress or suicide, recognising need for referral
Autism Spectrum Disorder: BURNS chapter 20 zola.
Delay and deviance in development of social skills, communication and cognitive skills
● Diagnostic Criteria:
○ Deficits in social communication and interaction across multiple contexts
○ Restrictive, repetitive patterns of behaviors, interests, and activities.
○ A total of more than 6 items from the following criteria with at least 2 of
them from criterion 1 and one each from criteria 2 and 3:
1. Qualitative impairment in social interaction as manifested by at least 2
of the following:
● Marked impairment in the use of multiple nonverbal behaviors,
such as eye-to-eye gaze, facial expression, body posture, and
gestures to regulate social interaction.
● Failure to develop peer relationships appropriate to developmental
level.
● Lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (lack of showing, bringing, or
pointing out objects of interest).
2. Qualitative impairment in communication as manifested by at least 1 of
the following:
● Delay in or total lack of development of spoken language (not
accompanied by an attempt to compensate through alternative
modes of communication, such as gesture or mime).
● In individuals with adequate speech, marked impairment in the
ability to initiate or sustain a conversation.
● Stereotyped and repetitive use of language or idiosyncratic
language.
● Lack of varied, spontaneous make-believe play or social imitative
play appropriate to developmental level.
3. Restricted, repetitive, and stereotyped patterns of behavior, interests,
and activities as manifested by at least 1 of the following:
● Encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in intensity or
focus.
1
, 2
● Apparently inflexible adherence to specific, nonfunctional routines
or rituals.
2
, 3
● Stereotyped and repetitive motor mannerisms (hand, or finger
flapping or twisting, or complex whole-body movements).
● Persistent preoccupation with parts of objects.
○ Delayed/abnormal functioning in at least 1 of the following areas with onset
before 3 y.o.
● Social interaction
● Language as used in social communication
● Symbolic or imaginative play
○ Disturbance not better accounted for by Rett d/o or childhood disintegrative d/o.
● Behaviors Indicative of ASD:
○ Problems with social interactions, communication, and language skills show by
their unusual ways of relating to people, objects, and events. Abnormal
responses to sensory stimuli, usually sound; and restricted, repetitive, or
stereotyped behaviors and echolalic speech.
○ Language delays, lack of social relatedness, severe behavior problems.
Expressive language is delayed, repetition of words/phrases, decreased eye
contact, detached, repetitive movements. Insistent on routines.
● When to Refer:
○ Screening is recommended by the AAP at 18 & 24 months.
○ If there is a concern that a child has Autism, referral for a comprehensive
diagnostic assessment should be done by a multidisciplinary team.
Be sure that you understand what the core domains of ASD are and be able to identify the
diagnostic criteria for ASD
ADHD: BURNS chapt 20
Affect cognitive, educational, behavioral, emotional, social functioning
s/s: inattention, hyperactivity, impulsivity in at least 2 settings: home, school or work
Impairment in social, academic or occupational functioning
● THREE TYPES OF ADHD;
● 314.01 (F90.2) Combined presentation:
○ If both Criterion A1 (inattention) and Criterion A2 (hyperactivity-impulsivity) are
met for the past 6 months.
● 314.00 (F90.0) Predominantly inattentive presentation:
○ If Criterion A1 (inattention) is met but Criterion A2 (hyperactivity-impulsivity) is not
met for the past 6 months.
● 314.01 (F90.1) Predominantly hyperactive/impulsive presentation:
○ If Criterion A2 (hyperactivity-impulsivity) is met and Criterion A1 (inattention) is
not met for the past 6 months”.
CLASSIFY CURRENT SEVERITY:
● “Specify Mild”: Few, if any, symptoms in excess of those required to make the
diagnosis are present, and symptoms result in no more than minor impairments in
social or occupational functioning.
3
, 4
● Moderate: Symptoms or functional impairment between “mild” and “severe” are present
● Severe: Many symptoms in excess of those required to make the diagnosis, or
several symptoms that are particularly severe, are present, or the symptoms
result in marked impairment in social or occupational functioning”.
● Prevalence of each:
○ ADHD, combined type: accounts for majority of ADHD cases
○ ADHD, predominantly inattentive: accounts for one-third of ADHD cases
○ ADHD, predominantly hyperactive/ impulsive: accounts for the fewest ADHD
cases
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
DSM V Diagnostic Criteria:
- “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development”.
Prevalence: Occurs in 5% of children (all cultures) and 2.5% of adults
IMPORTANT TO NOTE- The symptoms are not clearly due to something else! Are they bored?
Do they not understand directions and that’s why they aren’t doing it?
- Ages 4 and 18 years old. (really can’t distinguish before 4).
- Might notice when the child is older because their grades are showing for it
- Information must be from 2 different environments (parent, teacher, other).
- Comorbidities should be addressed; regarding emotional and behavioral,
developmental and physical.
- Conduct comprehensive medical, developmental, family and educational history.
SIGNS MAY BE MINIMAL OR ABSENT
- Frequent positive reinforcement
- Well supervised: are they helicoptering and catching the bad behavior before it
starts? This is sometimes why the behavior is totally different at home
- NEW setting (of course they are behaving and aren’t showing their problem
behaviors yet)
- Interested : again, bored?
- Electronics: makes diagnosis hard
- Office visit: may not see it here because of the 1:1 attention
RISK AND PROGNOSTIC FACTORS
- Possible traits: adventure seeking and negative emotions
- Environmental: LBF, child abuse, toxins like lead
- Genetic : White children > more freq diagnosed, strong genetic links in families
- Culture
- Gender: boys> girls for ADHD
4
FNP II Final Exam Study Guide 2025
For assistance with your assignment email me:
Behavioral:
objectives : how affect individuals, S/S behavioral disorders across the lifespan, screening tools,
management, acute distress or suicide, recognising need for referral
Autism Spectrum Disorder: BURNS chapter 20 zola.
Delay and deviance in development of social skills, communication and cognitive skills
● Diagnostic Criteria:
○ Deficits in social communication and interaction across multiple contexts
○ Restrictive, repetitive patterns of behaviors, interests, and activities.
○ A total of more than 6 items from the following criteria with at least 2 of
them from criterion 1 and one each from criteria 2 and 3:
1. Qualitative impairment in social interaction as manifested by at least 2
of the following:
● Marked impairment in the use of multiple nonverbal behaviors,
such as eye-to-eye gaze, facial expression, body posture, and
gestures to regulate social interaction.
● Failure to develop peer relationships appropriate to developmental
level.
● Lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (lack of showing, bringing, or
pointing out objects of interest).
2. Qualitative impairment in communication as manifested by at least 1 of
the following:
● Delay in or total lack of development of spoken language (not
accompanied by an attempt to compensate through alternative
modes of communication, such as gesture or mime).
● In individuals with adequate speech, marked impairment in the
ability to initiate or sustain a conversation.
● Stereotyped and repetitive use of language or idiosyncratic
language.
● Lack of varied, spontaneous make-believe play or social imitative
play appropriate to developmental level.
3. Restricted, repetitive, and stereotyped patterns of behavior, interests,
and activities as manifested by at least 1 of the following:
● Encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in intensity or
focus.
1
, 2
● Apparently inflexible adherence to specific, nonfunctional routines
or rituals.
2
, 3
● Stereotyped and repetitive motor mannerisms (hand, or finger
flapping or twisting, or complex whole-body movements).
● Persistent preoccupation with parts of objects.
○ Delayed/abnormal functioning in at least 1 of the following areas with onset
before 3 y.o.
● Social interaction
● Language as used in social communication
● Symbolic or imaginative play
○ Disturbance not better accounted for by Rett d/o or childhood disintegrative d/o.
● Behaviors Indicative of ASD:
○ Problems with social interactions, communication, and language skills show by
their unusual ways of relating to people, objects, and events. Abnormal
responses to sensory stimuli, usually sound; and restricted, repetitive, or
stereotyped behaviors and echolalic speech.
○ Language delays, lack of social relatedness, severe behavior problems.
Expressive language is delayed, repetition of words/phrases, decreased eye
contact, detached, repetitive movements. Insistent on routines.
● When to Refer:
○ Screening is recommended by the AAP at 18 & 24 months.
○ If there is a concern that a child has Autism, referral for a comprehensive
diagnostic assessment should be done by a multidisciplinary team.
Be sure that you understand what the core domains of ASD are and be able to identify the
diagnostic criteria for ASD
ADHD: BURNS chapt 20
Affect cognitive, educational, behavioral, emotional, social functioning
s/s: inattention, hyperactivity, impulsivity in at least 2 settings: home, school or work
Impairment in social, academic or occupational functioning
● THREE TYPES OF ADHD;
● 314.01 (F90.2) Combined presentation:
○ If both Criterion A1 (inattention) and Criterion A2 (hyperactivity-impulsivity) are
met for the past 6 months.
● 314.00 (F90.0) Predominantly inattentive presentation:
○ If Criterion A1 (inattention) is met but Criterion A2 (hyperactivity-impulsivity) is not
met for the past 6 months.
● 314.01 (F90.1) Predominantly hyperactive/impulsive presentation:
○ If Criterion A2 (hyperactivity-impulsivity) is met and Criterion A1 (inattention) is
not met for the past 6 months”.
CLASSIFY CURRENT SEVERITY:
● “Specify Mild”: Few, if any, symptoms in excess of those required to make the
diagnosis are present, and symptoms result in no more than minor impairments in
social or occupational functioning.
3
, 4
● Moderate: Symptoms or functional impairment between “mild” and “severe” are present
● Severe: Many symptoms in excess of those required to make the diagnosis, or
several symptoms that are particularly severe, are present, or the symptoms
result in marked impairment in social or occupational functioning”.
● Prevalence of each:
○ ADHD, combined type: accounts for majority of ADHD cases
○ ADHD, predominantly inattentive: accounts for one-third of ADHD cases
○ ADHD, predominantly hyperactive/ impulsive: accounts for the fewest ADHD
cases
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
DSM V Diagnostic Criteria:
- “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development”.
Prevalence: Occurs in 5% of children (all cultures) and 2.5% of adults
IMPORTANT TO NOTE- The symptoms are not clearly due to something else! Are they bored?
Do they not understand directions and that’s why they aren’t doing it?
- Ages 4 and 18 years old. (really can’t distinguish before 4).
- Might notice when the child is older because their grades are showing for it
- Information must be from 2 different environments (parent, teacher, other).
- Comorbidities should be addressed; regarding emotional and behavioral,
developmental and physical.
- Conduct comprehensive medical, developmental, family and educational history.
SIGNS MAY BE MINIMAL OR ABSENT
- Frequent positive reinforcement
- Well supervised: are they helicoptering and catching the bad behavior before it
starts? This is sometimes why the behavior is totally different at home
- NEW setting (of course they are behaving and aren’t showing their problem
behaviors yet)
- Interested : again, bored?
- Electronics: makes diagnosis hard
- Office visit: may not see it here because of the 1:1 attention
RISK AND PROGNOSTIC FACTORS
- Possible traits: adventure seeking and negative emotions
- Environmental: LBF, child abuse, toxins like lead
- Genetic : White children > more freq diagnosed, strong genetic links in families
- Culture
- Gender: boys> girls for ADHD
4
