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 Desordenes en funciones ejecutivas y síntomas de desorden de comportamiento adaptativo en niños preescolares

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Eva Angelina Araujo Jiménez ◽  
Ma. Claustre Jané Ballabriga ◽  
Albert Bonillo Martin ◽  
Connie Capdevilla i Brophy
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Conduct Disorder ◽  
Oppositional Defiant Disorder ◽  
Attention Deficit ◽  
Disruptive Behaviour ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Disruptive Behaviour Disorders

The Executive Function is a set of cognitive processes that are developed from the earliest ages. Recent studies in children with disruptive behaviour disorders suggest the presence of effects on the executive functioning. The aim of this study is to know the association among symptoms of Attention Deficit with Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder, and Executive Function in children from 3 to 6 years old. Method: A descriptive cross-sectional study was conducted. An assessment was performed on a sample of 444 subjects from Spain; it was made through an inventory for parents and teachers to estimate the capacity of Executive Function. Results: a relation between the symptoms of Attention Deficit with Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder, and the Executive Function deficit was found. The presence of symptoms of Attention Deficit with Hyperactivity Disorder inattentive type is associated with deficiencies in all areas of Executive Function, which does not occur with other symptoms. Conclusion: It is important to know the specific characteristics of each symptomatology by taking into account their executive functioning, in order to achieve accurate diagnoses in the clinical setting, as well as appropriate therapy according to the deficiencies presented by children.

Using the Achenbach Child Behaviour Checklist in the differential diagnosis of disruptive behaviour disorders

1997 ◽  
Vol 14 (4) ◽  
pp. 136-138 ◽  
Author(s):  
Thomas P Kelly ◽  
Paul McArdle
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Differential Diagnosis ◽  
Conduct Disorder ◽  
Attention Deficit ◽  
Child Behaviour ◽  
Disruptive Behaviour ◽  
Child Behaviour Checklist ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Disruptive Behaviour Disorders

AbstractObjective: The report considers the utility of the Achenbach Child Behaviour Checklist in the differential diagnosis of the disruptive behaviour disorders.Method: Subscale scores on the parent completed Achenbach Child Behaviour Checklist were compared for three of 15 boys, the first diagnosed with attention deficit hyperactivity disorder, the second diagnosed with oppositional defiant disorder and a third non-clinical control.Result: The attention subscale of the Achenbach Child Behaviour Checklist was found to have a high level of sensitivity to children diagnosed with attention deficit hyperactivity disorder, but relatively poor specificity. The delinquent subscale was found to have limited sensitivity for oppositional defiant/conduct disorder group, but high levels of specificity. The aggressive subscale were found to have relatively high sensitivity for the oppositional defiant/conduct disorder group and relatively high specificity.Conclusion: The Achenbach Child Behaviour Checklist is useful in distinguishing between children with disruptive behaviour disorders and a non-clinical sample. The aggressive subscale appears to have potential clinical utility in the differential diagnosis of the disruptive behaviour disorders.

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.

Oppositional Defiant Disorder and Its Clinical Management

2017 ◽  
Author(s):  
Paul Croarkin ◽  
Reem Shafi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Disorder ◽  
Oppositional Defiant Disorder ◽  
Treatment Planning ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Disruptive Mood Dysregulation Disorder ◽  
Dsm 5 ◽  
Oppositional Defiant ◽  
Mood Dysregulation

Oppositional defiant disorder (ODD) is a psychiatric disorder classified in the DSM-5 among disruptive, impulse control, and conduct disorder. The core features of ODD include a pervasive and impairing pattern of anger, irritability, inflexibility, defiance, malevolence, and aggression. Symptoms of ODD typically present during preschool. ODD can be a harbinger of conduct disorder. Isolated, transient symptoms of ODD are normal during development. Mood disorders, attention-deficit/hyperactivity disorder, and neurodevelopmental disorders are important considerations in differential diagnosis. However, ODD frequently co-occurs with other psychiatric diagnoses. Complex interactions with temperamental emotional dysregulation, family stress, early life stress, inconsistent parenting, and genetic and physiologic factors likely underlie the risk, pathophysiology, and prognosis of ODD. Unfortunately, these interactions and the neurobiological underpinnings of ODD are still poorly characterized. Although first-line treatments for ODD involve behavioral and psychosocial interventions, a thoughtful consideration of pharmacotherapy for co-occurring disorders and severe symptoms is an important component of treatment planning. Herein we review the epidemiology, etiology, pathophysiology, diagnostic evaluation, and treatment planning of ODD. Recent applicable controversies such as dimensional conceptualization of psychiatric disorders and the potential intersection of ODD and disruptive mood dysregulation disorder are also summarized.  This review contains 5 figures, 4 tables, and 44 references. Key words: aggression, attention-deficit/hyperactivity disorder, conduct disorder, defiance, disruptive behaviors, disruptive mood dysregulation disorder, DSM-5, irritability, oppositional defiant disorder, parent management training

Disorders of Development

2014 ◽  
pp. 557-581
Author(s):  
V. Mark Durand
Keyword(s):  
Early Adulthood ◽  
Communication Disorders ◽  
Conduct Disorders ◽  
Autism Spectrum ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Specific Learning Disorder ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Clinically Significant

Disorders of development include a range of disorders 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 the neurodevelopmental disorders (e.g., attention-deficit/ hyperactivity disorder, autism spectrum disorder, communication disorders, intellectual disability, and specific learning disorder) and the disruptive, impulse control, and conduct disorders (e.g., oppositional defiant disorder, conduct disorder). 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.

Language Disabilities of Antisocial Boys in Residential Treatment

1994 ◽  
Vol 19 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Genese Warr-Leeper ◽  
Nancy A. Wright ◽  
Alison Mack
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Conduct Disorder ◽  
Residential Treatment ◽  
Attention Deficit ◽  
Language Impairments ◽  
Language Abilities ◽  
Hyperactivity Disorder ◽  
Language Disabilities ◽  
Oppositional Defiant ◽  
Assessment And Treatment

This article describes the language abilities of 20 boys aged 10 to 13 1/2 years who were admitted to residential treatment because of their significant and persistent antisocial behavior. Primary DSM-III-R diagnoses included oppositional/defiant disorder and conduct disorder. Of these boys, 80% carried the additional diagnosis of attention deficit hyperactivity disorder. The majority of subjects were found to have significant language impairments that had not been identified when they entered residential treatment. Implications of the present findings for assessment and treatment are outlined.

Attention-Deficit Hyperactivity Disorder Subtypes and Comorbid Disruptive Behaviour Disorders in a Child and Adolescent Mental Health Clinic

1998 ◽  
Vol 43 (6) ◽  
pp. 623-628 ◽  
Author(s):  
Justine Lalonde ◽  
Atilla Turgay ◽  
James I Hudson
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Child And Adolescent ◽  
Health Clinic ◽  
Mental Health Clinic ◽  
Disruptive Behaviour ◽  
Adhd Subtypes ◽  
Hyperactivity Disorder ◽  
Disruptive Behaviour Disorders

Objective: To assess demographic characteristics and patterns of comorbid disruptive behaviour disorders (oppositional defiant disorder [ODD] or conduct disorder [CD]) in subtypes of attention-deficit hyperactivity disorder (ADHD). Method: One hundred youths consecutively referred to a community child and adolescent mental health clinic and subsequently diagnosed with ADHD by the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) criteria were evaluated. The diagnosis was made by a child psychiatrist and was based on information from physicians, parents, teachers, and diagnostic interviews with the youths and their parents. Results: The major findings were: 1) ADHD combined (C) type was diagnosed in 78% of the subjects, while 15% had inattentive (I) type and 7% had hyperactive—impulsive (HI) type; and 2) patterns of comorbid disruptive behavioural disorders significantly differed among subtypes. Specifically, subjects with the I type showed lower rates of comorbid ODD than those with the C type (33% and 85%; P < 0.001) and HI type (33% and 100%; P = 0.005); subjects with the HI type displayed a higher prevalence of CD than those with the I type (57% and 0%; P = 0.005) and C type (57% and 8%; P = 0.003). These results should be considered tentative because the reliability of the diagnostic procedures was not formally assessed and the number of subjects in the I and HI groups was small. Conclusion: ADHD subtypes showed significant differences in the distribution of comorbid disruptive behaviour disorders. These results support the utility of ADHD subtypes but should be replicated with a larger sample of I and HI type subjects using more rigorous diagnostic methods.

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