Summary and Epilogue

Mapping Intimacies ◽

10.1093/med/9780190265458.003.0007 ◽

2017 ◽

Author(s):

Steiner Hans ◽

Daniels Whitney ◽

Kelly Michael ◽

Stadler Christina

Keyword(s):

At Risk ◽

Disruptive Behavior ◽

Public Service ◽

Behavior Disorders ◽

Disruptive Behavior Disorders ◽

At Risk Youth ◽

Future Studies ◽

Forensic Implications ◽

New Generation

This final chapter provides an overview and summary of the major findings in each of the previous chapters (introduction, taxonomy and diagnosis; epidemiology; etiology; treatment; forensic implications). It concludes by highlighting the necessary future studies to guarantee continued progress in the field of disruptive behavior disorders. It is our hope that this book will serve a helpful guide for clinicians who are on the front lines caring for the most at risk youth in our communities. It is also our wish that this text help inspire a new generation of learners to pursue careers in this most rewarding field of study and public service.

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Forensic Implications in Disruptive Behavior Disorders

10.1093/med/9780190265458.003.0006 ◽

2017 ◽

Author(s):

Steiner Hans ◽

Daniels Whitney ◽

Kelly Michael ◽

Stadler Christina

Keyword(s):

Disruptive Behavior ◽

Behavior Disorders ◽

Expert Witness ◽

Disruptive Behavior Disorders ◽

Complex Task ◽

Legal Cases ◽

Clinical Syndromes ◽

Follow Up Care ◽

Forensic Implications

This chapter tackles the complex task of putting the knowledge base of disruptive behavior disorders (DBDs) into a forensic context. The chapter first discusses the landmark legal cases that created a novel space for conceptualizing the psychopathology of crime. The implications of DBDs for culpability, rehabilitation, and institutional treatments. Real cases are used to prepare the clinician for the special challenges the psychiatric consultant to justice settings and the expert witness inevitably will face when involving themselves with DBD cases, the courts, justice settings, and follow-up care after incarceration. Special emphasis is put on the almost ubiquitous complexity of clinical syndromes in forensic cases that calls for considerable sophistication and breadth of clinical experience to do justice to this most difficult population.

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Study of children at risk for disruptive behavior disorders

PsycEXTRA Dataset ◽

10.1037/e649542010-001 ◽

2008 ◽

Keyword(s):

At Risk ◽

Disruptive Behavior ◽

Behavior Disorders ◽

Disruptive Behavior Disorders ◽

Children At Risk

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The Contribution of Parenting Practices and Parent Emotion Factors in Children at Risk for Disruptive Behavior Disorders

Child Psychiatry & Human Development ◽

10.1007/s10578-012-0290-5 ◽

2012 ◽

Vol 43 (5) ◽

pp. 715-733 ◽

Cited By ~ 51

Author(s):

Melissa E. Duncombe ◽

Sophie S. Havighurst ◽

Kerry A. Holland ◽

Emma J. Frankling

Keyword(s):

At Risk ◽

Disruptive Behavior ◽

Behavior Disorders ◽

Parenting Practices ◽

Disruptive Behavior Disorders ◽

Children At Risk

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Paraprofessional and Teacher Relationships in Working With Students With or At Risk of Disruptive Behavior Disorders

The Journal of Special Education ◽

10.1177/00224669211049442 ◽

2021 ◽

pp. 002246692110494

Author(s):

Briana Bronstein ◽

Linda A. Reddy ◽

Todd A. Glover ◽

Nicole B. Wiggs ◽

Christopher M. Dudek

Keyword(s):

At Risk ◽

Relationship Quality ◽

Disruptive Behavior ◽

Behavior Disorders ◽

Economic Status ◽

Disruptive Behavior Disorders ◽

Classroom Teachers ◽

Years Of Experience ◽

Teacher Relationships ◽

Relationship Qualities

Limited research has been conducted examining the relationship between paraprofessionals and teacher supervisors. This study examined 175 paraprofessionals of students with or at risk of disruptive behavior disorders who reported relationships with classroom teachers in 59 elementary schools. Overall, paraprofessionals rated their relationship with their classroom teachers as positive. Differences in relationship qualities were examined in relation to paraprofessional race/ethnicity, level of education, years of experience, and school economic status (i.e., percentage of students receiving free and reduced lunch). Results indicated that Latinx and Black paraprofessionals reported lower overall relationship quality with their classroom teachers than White paraprofessionals. Paraprofessionals with more years of experience, in general, reported better relationship quality and communications with their classroom teachers; no differences were found for educational level. Negative correlations ( rs = −.25, −.26) were found between relationship qualities and school economic status. Implications for practice and research are discussed.

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