Diagnosis of Obsessive Compulsive Disorder


Diagnosis of OCD

A qualified professional to diagnose and assess mental disorders should always make a diagnosis of OCD. This professional will collect information from students, parents, and professional schools. Standardized questionnaires are often used to aid in the diagnosis and evaluate the extent to which OCD is interfering with children's social, emotional, and academic well-being. 

Diagnosis of OCD is often complicated by the presence of other comorbid conditions such as anxiety disorders, oppositional defiant disorder, depression, eating disorders, AD/HD, developmental disabilities, Tourette Syndrome, or nonverbal language disorders (Adams & Torchia, 1998; Adams, Wass, March, & Sm, ith, 1994; March & Mulle, 1998; Thomsen, 1998). 

It is important to know which diagnosticians are experienced in your community and who are equipped to evaluate students exhibiting symptoms of OCD. The report card symptom distress Scale http://www.mhsip.org/reportcard/sympdiss.pdf).

Diagnosis is usually based on the patient's narrative about his behavior and can be done by:
1.      The Yale-Brown Obsessive Compulsive Scale
  • This test kit has been tested on 81 obsessive-compulsive patients
  • The test items are 10 items with a clinical rating
  •  Measurements are scaled from 0 to 4 per item
  • Of the 10 items, items from 1 to 6 measure the level of obsessiveness, and 7 to 10 measure the level of compulsiveness of a person
  • This tool measures the level and types of obsessive-compulsive disorder in individual
  • Convergent validity of Y-B OCD well
2.      The symptom checklist 90
  • This scale measures somatization (SOM), Obsessive-compulsive (O-C), Interpersonal sensitivity (I-S), depression (DEP), Anxiety (ANX), Hostility (HOS), Phobic Anxiety (PHOB), Paranoid Ideation (PAR), Psychoticism (PSY), and Additional Aitem, the Global Severity Index (GSI), the Positive Symptom Distress Index (PSDI), and the Positive Symptom Total (PST)
  • The norms used based on gender specifics were divided into four groups: norm A (1002 outpatient adult psychiatric patients), norm B (974 not psychiatric adult patients), norm C (423 inpatient adult psychiatric patients), norm D (806 outpatient psychiatric adolescent patients)
  • The validity of this tool is still low because there has been no comparison with other test tools, so it is still necessary to use other test tools to be able to find out the exact results.


Efford, T.2004. Professional School Counseling: a Handbook of Theories, Programs, and Practices, Texas: CAPS Press.
Mark Durand, 2007. Intisari Psikologi Abnormal, Yogyakarta: Pustaka Pelajar.

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