Conduct Disorder:

1
Chapter 12

• Conduct Disorder
• Overt Antisocial Behavior

2
Definition

• Exhibits a persistent pattern of anti-social
  behavior that significantly impairs everyday
  functioning at home or school or that leads
  others to conclude that the youngster is
  unmanageable.
• Persistent pattern of behavior in which the
  rights of others and age-appropriate social norms
  are violated BULLIES!!!

3
Definition

• Isolated acts of physical aggression, destruction
  of property, stealing, and fire-setting are also
  cause for concern.
• See table 12.1 on page 291

4
DSM-IV Criteria

• Aggression to people/animals
• Destruction of property
• Deceitfulness or theft
• Serious violations of rules
• Problems dont diminish with age as with most
  children

5
Prevalence

• Under age 18
• Males-6-16
• Females-2-9
• Girls tend to exhibit fewer overt aggressive acts
• Prevalence is increasing
• Severity of disorder is perceived as increasing

6
Classification

• Onset before 10 years
• More severe impairment
• Poorer prognosis
• Adolescent onset
• Undersocialized More overt acts (see fig. 12.1
  p. 294)
• Socialized More covert acts
• Versatile Characteristics of both

7
Undersocialized

• More violent acts
• Hyperactive
• Impulsive
• Stubborn
• Demanding
• Argumentative
• Teasing
• Loud

8
Undersocialized

• Threatening
• Attacking others
• Cruelty
• Fighting
• Showing off
• Bragging
• Swearing

9
Undersocialized

• Blaming others
• Sassy
• Disobedient
• Poor peer relations

10
Socialized

• More covert acts
• Negativism
• Lying
• Destructiveness
• Stealing
• Fire-setting
• Gangs

11
Socialized

• Associating with bad companions
• Running away
• Truancy
• Substance abuse

12
Versatile

• Characteristics of both
• What would be an example of versatile behavior?

13
Aggression and Violence in Social Context

• Aggression as a multicultural issue
• Focus should be on problems of economic/community/
  family difficulties
• Aggression in the context of school
• BE PREPARED!!!

14
Factors

• Genetic and biological
• Social environment
• Aggression in family
• Rejection in various environments
• Academic failure
• Success in controlling others by aggression

15
Factors

• Modeling of aggression especially by high status
  models
• Practice of aggression (without consequences)
• Diminished reinforcement for appropriate
  behavior-reinforcement for aggression

16
Factors

• Cognitive processes that justify acts
• Inappropriate punishment
• TV aggression
• Delinquent subcultures

17
Causal Factors

• Three major controlling influences
• Environmental factors
• The behavior itself
• Cognitive/affective (person)variables

18
Causal Factors

• General conclusions from Social Learning Research
  P. 302-304
• Personal factors
• Family factors
• School factors
• Peer group/cultural factors

19
Prevention

• Consequences for aggression
• Reach non-aggressive responses
• Stop aggression early
• Restrict access to instruments of aggression
• Correct everyday conditions
• Offer more effective educational options

20
Prevention

• Recognize importance of instruction as a key tool
  for prevention
• What does this mean for teachers??
• Pre-correction plan p. 310

21
Assessment

• Multi-dimensional rating scales
• Pro-social skills assessment
• Comparison to peers/norms
• Assess behavior in social contexts
• Who else contributes
• Family concerns
• Environmental influences
• Functional analysis

22
Interventions

• Rules
• Praise
• Positive reinforcement
• Verbal feedback
• Stimulus change
• Contingency contracts
• Modeling plus reinforcing imitation

23
Interventions

• Shaping
• Social skills training
• Self-regulation training
• Timeout
• Response cost
• Proper use of punishment p. 306-307

24
Acting-out behavior cycle

• Calm
• Recognize triggering events
• Agitation Engage in alternative activities,
  proximity control
• Acceleration Avoid power struggle, crisis
  intervention
• Peak phase Get help!
• De-escalation Let them be
• Recovery Reinforce appropriateness

25
School-wide violence and School-wide discipline

• Set clear behavioral expectations
• Establish a positive school climate
• Monitor student behavior continuously
• Apply consistent consequences
• Provide collegial support
• Maintain clear communication

26
Chapter 13 Covert Behavior

• Stealing
• Lying
• Fire-setting
• Vandalism
• Truancy

27
Stealing

• Family resistance to therapy
• Lack of parental supervision and attachment
• Generalizations p. 321

28
Lying

• Little research
• Often used to escape punishment
• Often a steppingstone to other conduct problems
• Requires careful monitoring

29
Fire-setting

• Fires set by children account for ½ of all set
  fires
• More likely to occur in children who are around
  adults who model behavior dealing with fire

30
Fire-setting

• More likely to set fires when
• Do not understand danger of fires
• Lack necessary social skills to obtain
  gratification appropriately
• Engage in other antisocial behaviors
• Motivated by anger and revenge

31
Fire-setting

• In preschoolers this behavior is associated with
  serious psychopathology in the child, the family
  or both
• In school-age children
• History of school failure
• Multiple behavior problems

32
Vandalism

• Punitive response may heighten problem
• Often is the response to aversive environments
• Vague rules
• Punitive discipline
• Rigidly applied punishment
• Impersonal relations
• Poor curriculum match
• Little positive recognition

33
Truancy

• Relevant curriculum???