Based on the problem statement given below, Give a detailed

Which DSM diagnosis would you consider to best describe what is problematic for Monique What score would you document for Monique, if Monique’s family completed the parent- or guardian-rated Level 1 cross-cutting symptom measure? Include the specific information you included when coming up with this score.for the following case study: Case Summary: Monique is a girl who has been struggling at school. During the past year she has frequently been distracted in class, and fidgety while in her seat. She often gets into trouble for not paying attention to the teacher, and has difficulty engaging in solitary activities such as reading or taking tests. She gets into trouble in school for talking too much, and for talking out of turn. While at recess, she continues to have difficulties standing still and taking turns. During class time, Monique has difficulty following instructions and completing her work. She is easily distracted, does not pay attention to details, and frequently leaves her seat to interrupt the work of other students. When she is seated, she often misses important information due to day-dreaming. Monique continues to have difficulty at home. She spends the weekdays with her mother and two younger brothers whose ages are 5 and 7. She tries to help with many of the household chores her mother cannot tend to while at work full-time, but has difficulty following through. She seems to want to be helpful. She has some difficulty getting along with his brothers, and often will take their toys without asking. On the weekends, Monique lives with her father, stepmother, her 11-year-old stepsister, and her 3-year-old half-sister. She describes her father and stepmother as being very strict, which causes some difficulty for Monique. She has difficulties sitting still, which causes significant difficulty when she goes out to dinner or to other events with her father and stepmother. Monique’s teacher met with her biological parents on several occasions to discuss her poor academic progress. The teacher expressed concern with the level of Monique’s academic skills in writing and math which are not congruent with Monique’s cognitive aptitude, as well as with her ability to control her energy and to ‘fit in’ with the students. Both the teacher and school principal have recommended counseling for Monique, and the parents’ insurance plan will pay for 10 visits. Monique’s pediatrician has also suggested the possibility of medication

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