Conduct and oppositional defiant disorders.

2013 ◽  
pp. 177-200 ◽  
Author(s):  
Jean Séguin ◽  
Mathieu Pilon
Keyword(s):  
Oppositional Defiant

Attention Deficit and Disruptive Behavior Disorder Symptoms

2001 ◽  
Vol 17 (1) ◽  
pp. 25-35 ◽  
Author(s):  
G. Leonard Burns ◽  
James A. Walsh ◽  
David R. Patterson ◽  
Carol S. Holte ◽  
Rita Sommers-Flanagan ◽  
...  
Keyword(s):  
Attention Deficit ◽  
Rating Scales ◽  
Behavior Disorder ◽  
Disruptive Behavior Disorder ◽  
Subjective Rating ◽  
Time Interval ◽  
Assessment Procedure ◽  
Frequency Count ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant

Summary: Rating scales are commonly used to measure the symptoms of attention deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD). While these scales have positive psychometric properties, the scales share a potential weakness - the use of vague or subjective rating procedures to measure symptom occurrence (e. g., never, occasionally, often, and very often). Rating procedures based on frequency counts for a specific time interval (e. g., never, once, twice, once per month, once per week, once per day, more than once per day) are less subjective and provide a conceptually better assessment procedure for these symptoms. Such a frequency count procedure was used to obtain parent ratings on the ADHD, ODD, and CD symptoms in a normative (nonclinical) sample of 3,500 children and adolescents. Although the current study does not provide a direct comparison of the two types of rating procedures, the results suggest that the frequency count procedure provides a potentially more useful way to measure these symptoms. The implications of the results are noted for the construction of rating scales to measure the ADHD, ODD, and CD symptoms.

Oppositional Defiant Behavior Inventory

2004 ◽  
Author(s):  
Yuzuru Harada ◽  
Kazuhiko Saitoh ◽  
Junzo Iida ◽  
Ayako Sakuma ◽  
Hidemi Iwasaka ◽  
...  
Keyword(s):  
Oppositional Defiant ◽  
Defiant Behavior

A Multimodal Assessment of Emotion Dysregulation in Young Children with and without ADHD

2020 ◽  
Author(s):  
Alexis Garcia ◽  
Anthony Dick ◽  
Paulo A. Graziano
Keyword(s):  
Young Children ◽  
Emotion Dysregulation ◽  
Clinical Sample ◽  
Children With Adhd ◽  
Callous Unemotional ◽  
Oppositional Defiant ◽  
Odd Symptoms ◽  
Final Sample ◽  
Discriminant Analyses ◽  
Multiple Domains

Objective: This study utilized a multimodal approach to examine emotion dysregulation (ED) in young children with attention-deficit/hyperactivity disorder (ADHD), ADHD + oppositional defiant disorder (ODD), and typically developing (TD) children. Methods: We sought to explore if specific domains of ED (emotion regulation [ER], negativity/lability [ERNL], emotion knowledge/understanding [ERU], and callous-unemotional [CU] behaviors) were uniquely associated with diagnostic classifications. The final sample consisted of 152 children (75% boys; mean age = 5.52, SD = .84, 83.4% Latinx) with the following group composition: ADHD- Only (n = 24), ADHD + ODD (n = 54), and TD (n = 74). Results: Higher levels of ADHD and ODD symptoms, measured continuously, were significantly associated with poorer EREG, greater ERNL, and higher levels of reported CU behaviors. There were no significant associations between ADHD or ODD symptoms on ERU. Using discriminant analyses, we found that parent/teacher reported EREG, ERNL, and CU were significant predictors of diagnostic classification. These ED domains correctly identified 84.7% of preschoolers. The model was most successful in classifying children with ADHD+ODD (92.3%) and TD (93.2%) children; however, the ADHD-Only group was correctly identified only 41.7% of the time. Conclusions: This is the first study to 1) examine multiple domains of ED in a clinical sample of preschool children with and without ADHD and 2) explore the clinical utility of considering ED when assessing for ADHD and ODD. Our findings suggest that measures of ED are particularly helpful for correctly diagnosing ADHD and co-occurring ODD but not necessarily children with ADHD-Only.

Emotion Dysregulation and Externalizing Spectrum Disorders

2019 ◽  
pp. 236-247
Author(s):  
Tiffany M. Shader ◽  
Theodore P. Beauchaine
Keyword(s):  
Emotion Dysregulation ◽  
Externalizing Disorders ◽  
Developmental Model ◽  
Peer Influences ◽  
Neighborhood Violence ◽  
Number Of Children ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Trait Impulsivity ◽  
And Function

As described in the literature for many years, a sizable number of children with hyperactive-impulsive and combined subtypes/presentations of attention-deficit/hyperactivity disorder (ADHD)—especially males—progress to more serious externalizing syndromes across development. Such outcomes include oppositional defiant disorder, conduct problems, delinquency, substance use disorders, and in some cases antisocial personality disorder, incarceration, and recidivism. This chapter summarizes a developmental model that emphasizes different contributions of trait impulsivity, a highly heritable, subcortically mediated vulnerability, versus emotion dysregulation, a highly socialized, cortically mediated vulnerability, to externalizing progression. According to this perspective, trait impulsivity confers vulnerability to all externalizing disorders, but this vulnerability is unlikely to progress beyond ADHD in protective environments. In contrast, for children who are reared under conditions of adversity—including poverty, family violence, deviant peer influences, and neighborhood violence/criminality—neurodevelopment of prefrontal cortex structure and function is compromised, resulting in failures to achieve age-expected gains in emotion regulation and other forms of executive control. For these children, subcortical vulnerabilities to trait impulsivity are amplified by deficient cortical modulation, which facilitates progression along the externalizing spectrum.

Oppositional Defiant Disorder and Related Disruptive Behaviors in Autism Spectrum Disorder

2020 ◽  
pp. 136-158
Author(s):  
Connor M. Kerns ◽  
Chandler Puhy ◽  
Chelsea M. Day ◽  
Steven J. Berkowitz
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Defiant Behavior

The Diagnostic and Statistical Manual of Mental Disorders, fifth edition characterizes oppositional defiant disorder (ODD) as reflecting pervasive patterns of irritable mood, defiant behavior, and/or vindictiveness. Youth with autism spectrum disorder (ASD) exhibit high rates of disruptive behaviors commonly associated with ODD, such as noncompliance, irritability, temper tantrums, and mood dysregulation. This chapter reviews the presentation of ODD in individuals with ASD, including current prevalence estimates, proposed etiology, validated assessment methods, and emerging best practices designed to treat challenging behaviors. Although there is a robust literature describing assessment and treatment procedures for disruptive behaviors in individuals with ASD, conceptualizing these hallmark behaviors within the framework of ODD is relatively novel and not without controversy. Discussion thus includes challenges around the applicability of the diagnostic criteria in this population and future research directions that may provide clarity on this issue.

Disorders of Development

2010 ◽  
pp. 551-574
Author(s):  
V. Mark Durand
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Early Adulthood ◽  
Learning Disorders ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Asperger Disorder ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Clinically Significant

Disorders of development include a range of problems first evidenced in childhood. Although most disorders have their origins in childhood, a few fully express themselves before early adulthood. This chapter describes the nature, assessment, and treatment of the more common disorders that are revealed in a clinically significant way during a child’s developing years. The disorders of development affect a range of functioning, from single skills deficits to more pervasive problems that negatively impact a child’s ability to function. Included is coverage of several disorders usually diagnosed first in infancy, childhood, or adolescence, including attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, learning disorders, communication and related disorders, pervasive developmental disorders (including autistic disorder and Asperger disorder), and intellectual disabilities. Recommendations for future research on the potential for advancing knowledge regarding spectrums within some of these disorders, as well as recommendations for treatment, are outlined.

scholarly journals Implementation and evaluation of a curriculum on the assessment and treatment of disruptive behaviour disorders

2021 ◽  
Author(s):  
Asif Doja ◽  
Tamara Pringsheim ◽  
Brendan F Andrade ◽  
Lindsay Cowley ◽  
Sarah A Healy ◽  
...  
Keyword(s):  
Atypical Antipsychotics ◽  
Disruptive Behaviour ◽  
Hyperactivity Disorder ◽  
Disruptive Mood Dysregulation Disorder ◽  
Post Evaluation ◽  
Oppositional Defiant ◽  
Disruptive Behaviour Disorders ◽  
Adequate Education ◽  
Assessment And Treatment ◽  
Paediatric Practice

Abstract Disruptive behaviour disorders (DBDs)—which can include or be comorbid with disorders such as attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder and disruptive mood dysregulation disorder—are commonly seen in paediatric practice. Given increases in the prescribing of atypical antipsychotics for children and youth, it is imperative that paediatric trainees in Canada receive adequate education on the optimal treatment of DBDs. We describe the development, dissemination, and evaluation of a novel paediatric resident curriculum for the assessment and treatment of DBDs in children and adolescents. Pre–post-evaluation of the curriculum showed improved knowledge in participants.

scholarly journals Callous-unemotional traits in Chinese preschool children with attention-deficit/hyperactivity disorder

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Jinsong Zhang ◽  
Wei Li ◽  
Huifeng Zhang ◽  
Amanda Wilson ◽  
Lan Shuai ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Preschool Children ◽  
Attention Deficit ◽  
Incremental Validity ◽  
Behavioural Problems ◽  
Hyperactivity Disorder ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Oppositional Defiant ◽  
Callous Unemotional Traits

Abstract Background Children with early onset of Callous-Unemotional (CU) traits are at a higher risk for long-term, persistent psychosocial problems. The current study aimed to explore the characteristics of CU in preschool children with Attention Deficit Hyperactivity Disorder (ADHD) and the diagnostic significance of CU traits in ADHD. Methods A total of 176 preschool children (89 with ADHD and 87 Typically Developing Children [TDC]) aged 4–5 years old were recruited to the study. The participants were assessed for CU traits, emotional and behavioral problems, and how their executive functioning was associated with ADHD using multiple assessment scales. Multiple linear regression analysis was performed to assess the incremental validity of the Inventory of Callous-Unemotional Traits (ICU), adjusting for possible covariates by child’s sex, conduct problems, and oppositional defiant symptoms. Results The results showed that there was a significant difference of ICU scores between the ADHD and TDC groups (F = 30.12, P < 0.001). In terms of callousness, ADHD + Oppositional Defiant Disorder (ODD) group showed a significant high score, and the ADHD only group scored significantly higher than the TDC group (F = 20.42, P < 0.001). The ICU was negatively associated with the prosocial behaviour subscale (γ = − 0.57, P < 0.01) and showed low to moderate positive correlations with emotional and behavioural problems, as well as executive function (γ = 0.24–0.67, P < 0.05). The ICU scores explained 6% of the incremental validity in ADHD symptoms. The diagnostic value of the ICU for ADHD was medium and acceptable. Conclusions The current study indicated that early identification of CU traits may help clinicians better understand symptoms and behavioural problems in children with ADHD. CU traits therefore could be considered as a useful assessment tool for ADHD.

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