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Overview of Disruptive Behavior Problems

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Title: Overview of Disruptive Behavior Problems


1
Overview of Disruptive Behavior Problems
  • Students with disruptive behavior disorders are a
    heterogeneous group
  • Most are boys
  • However, conduct problems are not uncommon among
    adolescent girls

2
Overview of Disruptive Behavior Problems
  • Many youngsters exhibit individual traits and
    behaviors in early childhood that foreshadow a
    developmental path leading to more destructive
    and aggressive behaviors as adolescents and
    adults

3
Overview of Disruptive Behavior Problems
  • One of the difficulties in identifying these
    disorders is that a certain amount of rowdy play
  • Risk factors may contribute to the development of
    these disorders

4
Overview of Disruptive Behavior Problems
  • Collectively, these risk factors are producing
    children and youth who
  • A-see violence as a viable means of solving
    problems
  • B-dont respect the rights of others
  • C-are not socially responsible
  • d-have not been taught basic manners and social
    conventions

5
Overview of Disruptive Behavior Problems
  • E-dont value human life as they should
  • RISK FACTORS AND PREDICTORS OF DISRUPTIVE
    BEHAVIOR DISORDERS
  • Individual factors that predispose a child to
    disruptive behaviors include

6
Overview of Disruptive Behavior Problems
  • 1- a difficult temperament
  • 2-cognitive or learning impairments
  • 3-neuropsychological problems
  • 4-mental illness

7
Overview of Disruptive Behavior Problems
  • Family predictors of disruptive behavior include
  • 1-harsh and ineffective parenting
  • 2-parental antisocial and pathological components
  • 3-parents with alcohol and drug dependencies
  • 4-interrupted parenting

8
Overview of Disruptive Behavior Problems
  • History of abuse or neglect
  • Later adoption age
  • Prenatal drug exposure
  • Multiple foster placements prior to adoption

9
Overview of Disruptive Behavior Problems
  • School Factors that may contribute to behavior
    disorders
  • 1-academic factors
  • 2-negative relationships with peers and adults
  • 3-punitive school environment

10
Overview of Disruptive Behavior Problems
  • Community factors include
  • 1-access to drugs and alcohol
  • 2-exposure to violence
  • 3-lack of educational and employment opportunity
  • 4-acceptance of aggression as a problem solving
    strategy

11
Overview of Disruptive Behavior Problems
  • Treatment Options
  • 1-Results of treatment interventions in
    residential settings have not transferred to
    natural setting including the home or school
  • 2-School based group intervention studies have
    been few in number and the results have shown
    students with disruptive behavior patterns to be
    very resistant to treatment

12
Types of Disruptive Behavior Problems
  • DSM-IV-TR (Diagnostic and Statistical Manual of
    the American Psychiatric Association) lists four
    clinical diagnoses that may be appropriate for
    students with specific patterns of disruptive
    behaviors. These include

13
Types of Disruptive Behavior Problems
  • A-Oppositional defiant disorder (ODD)
  • B-Conduct disorder (CD)
  • C-Disruptive behavior disorder-not otherwise
    specified (DBD-NOS)
  • D-Intermittent explosive disorder (IED)

14
Oppositional Defiant Disorder (ODD)
  • DSM describes oppositional defiant disorder as a
    recurrent pattern of negativistic, defiant,
    disobedient, and hostile behavior toward
    authority figures that persist for at least 6
    months.

15
Oppositional Defiant Disorder (ODD)
  • Behaviors of ODD include
  • 1-losing temper
  • 2-arguing with adults
  • 3-defiance/noncompliance with adult requests
  • 4-deliberately annoying others, blaming others or
    being easily annoyed
  • 5-angry/resenstful attitude
  • 6-spiteful/vindicyive attitude

16
Oppositional Defiant Disorder (ODD)
  • Actively defy rules
  • Deny responsibility for their behavior
  • Exploit others for their own gain
  • Students with ODD seem to thrive on conflict,
    anger, and negativity from others and are often
    most difficult with the people they know well

17
Oppositional Defiant Disorder (ODD)
  • Prevalence between 1 and 6 of the
    population-Surgeon Generals Report
  • DSM reports it as between 2 and 16
  • More common in males who were tempermental or
    hperactive preschoolers
  • ODD prevalence after puberty is equal between
    boys and girls
  • Generally observed before the age of 8 but may
    emerge through late adolescence

18
Oppositional Defiant Disorder (ODD)
  • Co morbid condition a condition or disorder
    occurring concurrently with another disorder
  • ODD often occurs with ADHD which complicates the
    diagnosis

19
Oppositional Defiant Disorder (ODD)
  • Experts have described ODD as a developmental
    antecedent to Conduct Disorder (CD) for a
    significant number of children.
  • If this occurs the diagnosis should be CD rather
    than ODD

20
Conduct Disorder (CD)
  • DSM describes CD as a repetitive and persistent
    pattern of behavior in which the basic rights of
    others or age-appropriate societal norms or rules
    are violated

21
Conduct Disorder (CD)
  • They describe these behaviors as fitting into
    four groups
  • 1-Aggression toward people and animals\2-Harm to
    property
  • 3-Deceitfulness or theft
  • 4-Serious rule violations

22
Conduct Disorder (CD)
  • Associated features and mental disorders that may
    occur with CD, as follows
  • 1-little empathy or concern for the rights and
    feelings of others
  • 2-Frequent misperceptions of others intentions
    as hostile or threatening and responding with
    aggression

23
Conduct Disorder (CD)
  • 3-Callous, lack of feelings of guilt or remorse
  • 4-Low or overly inflated self esteem
  • 5-Early onset of risk-taking behavior including
    sex, drinking, smoking, using drugs

24
Conduct Disorder (CD)
  • 6-High rates of suicidal ideation
  • 7-Lower than average cognitive ability,
    especially verbal IQ

25
Conduct Disorder (CD)
  • The long term prognosis for students with CD is
    grim
  • Prevalence between 1 and 4
  • More than ¼ to ½ of all individuals with CD go on
    to become antisocial adults
  • DSM indicates between 1-10 of the population
  • Higher than males than females

26
Conduct Disorder (CD)
  • CD may be evident as early as preschool, but most
    significant symptoms emerge from middle childhood
    through middle adolescence
  • Childhood-onset CD is most common in males and is
    frequently preceded by a diagnosis of ODD. Early
    diagnosis has a poor prognosis
  • Co morbid conditions with CD

27
Disruptive aBehavior Disorders-Not Otherwise
Specified (NOS)
  • DBD-NOS is used by DSM to classify children whose
    behavior is oppositional/defiant or conduct
    disordered, but does not meet all the required
    criteria for either ODD or CD.

28
Intermittent Explosive Disorder (IED)
  • While the DSM-IV TR does not classify
    intermittent explosive disorder (IED) as a
    disorder often diagnosed in childhood or
    adolescence, it is a diagnosis some students
    bring with them to school. It is characterized by
    infrequent, unexpected outbursts of disruptive
    behavior that result in significant harm to
    people and/or property.

29
General Rules for Classroom Management
  • The most important element in classroom
    management is to have a plan. Answer the
    following questions to see if you are 'ready for
    anything'.
  • 1. What do students do when they come into your
    classroom in the morning? After recess and
    lunch?2. What is the consequence for not
    completing assigned work both in class and
    out?3. What is the consequence for student(s)
    interrupting the class or a small group?

30
General Rules for Classroom Management
  • 4. How do your students request to leave the room
    for a drink or to visit the washroom?5. What is
    the process for the whole class leaving for lunch
    or recess or to go to the gym?6. What is the
    consequence for the child who forgets things?

31
General Rules for Classroom Management
  • 7. After giving a set of instructions or
    directions, what is in place for the student(s)
    that still don't understand?8. How do you
    respond to the child that keeps leaving his/her
    seat?9. How will your students know about
    acceptable voices/noise levels to use for the
    various activities?

32
General Rules for Classroom Management
  • Basic psychology of children with behavior
    disorders-What the teacher needs to know.
  • Level I Behavior Disorders
  • Level II Behavior Disorders

33
Management of Conduct Disorders
  • The youth at highest risk of extreme violence may
    be the conduct disordered child.
  • Remember that the hallmark of being a conduct
    disorder (c.d.), is having no heart, no
    conscience, no remorse.

34
Management of Conduct Disorders
  • Only a mental health professional can diagnose a
    conduct disorder for sure, but being aware that
    you may have a conduct disordered child in your
    class or group, is important to ensuring your
    safety, along with the safety of your kids,
    because you work with conduct disorders
    completely differently than other kids.

35
Management of Conduct Disorders
  • Since the c.d. child has little relationship
    capacity, you should not use relationship-based
    approaches with a diagnosed conduct disorder.

36
Management of Conduct Disorders
  • It would be insensitive to call a conduct
    disorder a "baby sociopath," but that is close to
    what the term means. It means that the child acts
    in ways that appear to be seriously anti-social,
    and the concern is that the child may grow up to
    be a sociopathic type of person

37
Management of Conduct Disorders
  • Since this child cares only about himself (c.d.'s
    are predominately male), there are little brakes
    on this child from serious or extreme violence.

38
Management of Conduct Disorders
  • DO'S
  • The main point we give in our classes is that
    these children operate on a cost-benefit system,
    and that to control your c.d. kids, you must keep
    the costs high, and benefits low.

39
Management of Conduct Disorders
  • Your goal is to teach them that when they hurt
    others, it often hurts them too. All
    interventions must be in the context of "I-Me,"
    because that is all this kid is capable of caring
    about.

40
Management of Conduct Disorders
  • Don't have a heart-to-heart relationship.
  • Don't work on building trust.
  • Don't put an emphasis on compassion, caring,
    empathy, values, morals.
  • Don't expect compassionate behavior.
  • Don't trust.
  • Don't give second chances.
  • Don't believe they care or feel remorse.

41
Management of Conduct Disorders
  • Conduct disorders are "wired" differently than
    other students. That means that they may not be
    able to care. Because of that difference, the
    following interventions will fail character ed,
    values clarification, empathy building, second
    chances, making amends, and more-- far too many
    to list here. These methods fail because the
    child must care about others if these techniques
    are to work.

42
Management of Conduct Disorders
  • These approaches are absolutely fine for other
    types of children, but will never be of value
    with C.D.s. In fact, these methods make the
    situation worse because they communicate to these
    children that you don't understand who they are,
    and don't understand how to control them. That
    perception generally leads these youngsters to
    believe that they may be able to do whatever they
    want without having to deal with consequences
    that would be of significant concern to them.

43
Management of Conduct Disorders
44
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