Advertisement

Disruptive Behavior Disorders

  • Alisha R. PollastriEmail author
  • Cecilia Rosenbaum
  • J. Stuart Ablon
Chapter
Part of the Current Clinical Psychiatry book series (CCPSY)

Abstract

Disruptive behavior disorders are psychiatric disorders in which the hallmark feature is behavior that violates the rights of others and/or brings an individual into conflict with others or with society. Some examples of such behaviors include rule-breaking, defiance, aggression, and destruction of property. This chapter covers oppositional defiant disorder (ODD) and conduct disorder (CD), which are commonly considered disruptive behavior disorders, and also briefly discusses disruptive mood dysregulation disorder (DMDD) for the purpose of differential diagnosis. Each disorder is reviewed for symptoms, neurocognitive features, risk factors, and the prognosis. We then focus our discussion on how to assess the impact of disruptive behavior disorders on learning and how best to intervene to minimize such impact.

Keywords

Disruptive behavior disorders Oppositional defiant disorder Conduct disorder ODD CD Learning School Academic 

References

  1. 1.
    American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Washington, DC: American Psychiatric Association; 2013.CrossRefGoogle Scholar
  2. 2.
    Nock MK, Kazdin AE, Hiripi E, Kellser RC. Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. J Child Psychol Psychiatry. 2007;48:703–13.PubMedCrossRefGoogle Scholar
  3. 3.
    Connor DF. Aggression and antisocial behavior in children and adolescents: research and treatment. New York: The Guilford Press; 2002.Google Scholar
  4. 4.
    Burke JD, Loeber R, Birmaher B. Oppositional defiant and conduct disorder: a review of the past 10 years, part II. J Am Acad Child Adolesc Psychiatry. 2002;41:1275–93.PubMedCrossRefGoogle Scholar
  5. 5.
    Granero R, Louwaars L, Ezpeleta L. Socioeconomic status and oppositional defiant disorder in preschoolers: parenting practices and executive functioning as mediating variables. Front Psychol. 2015;6:1–12.CrossRefGoogle Scholar
  6. 6.
    Liang J, Matheson BE, Douglas JM. Mental health diagnostic considerations in racial/ethnic minority youth. J Child Fam Stud. 2016;25(6):1926–40.PubMedCrossRefGoogle Scholar
  7. 7.
    Matthys W, Vanderschuren L, Schutter D, Lochman J. Impaired neurocognitive functions affect social learning processes in oppositional defiant disorder and conduct disorder: implications for interventions. Clin Child Fam Psychol Rev. 2012;15:234–46.PubMedCrossRefGoogle Scholar
  8. 8.
    Goozen S, Cohen-Kettenis P, Snoek H, Matthys W, Swaab-Barneveld H, Engeland H. Executive functioning in children: a comparison of hospitalised ODD and ODD/ADHD children and normal controls. J Child Psychol Psychiatry. 2004;45(2):284–92.PubMedCrossRefGoogle Scholar
  9. 9.
    Willcutt E, Sonuga-Barke E, Nigg J, Sergeant J. Recent developments in neuropsychological models of childhood psychiatric disorders. Biol Child Psychiatry Adv Biol Psychiatry. 2008;24:195–226.CrossRefGoogle Scholar
  10. 10.
    Chandler MJ, Greenspan S, Barenboim C. Assessment and training of role-taking and referential communication skills in institutionalized emotionally disturbed children. Dev Psychol. 1974;10(4):546.CrossRefGoogle Scholar
  11. 11.
    Zadeh ZY, Im-Bolter N, Cohen NJ. Social cognition and externalizing psychopathology: an investigation of the mediating role of language. J Abnorm Child Psychol. 2007;35(2):141–52.PubMedCrossRefGoogle Scholar
  12. 12.
    Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593–602.CrossRefGoogle Scholar
  13. 13.
    Zoccolillo M, Pickles A, Quinton D, Rutter M. The outcome of conduct disorder. Psychol Med. 1992;22:971–86.PubMedCrossRefGoogle Scholar
  14. 14.
    Lahey BB, Miller TL, Gordon RA, Riley AW. Developmental epidemiology of the disruptive behavior disorders. In: Quay HC, Hogan A, editors. Handbook of disruptive behavior disorder. New York: Plenum; 1999. p. 23–48.CrossRefGoogle Scholar
  15. 15.
    Loeber R, Farrington DP. Serious and violent juvenile offenders: risk factors and successful interventions. Thousand Oaks: Sage; 1998.Google Scholar
  16. 16.
    Patterson GR, Crosby L, Vuchinich S. Predicting risk for early police arrest. J Quant Criminol. 1992;8:335–55.CrossRefGoogle Scholar
  17. 17.
    Thornberry TP, Krohn MD. The development of delinquency. In: Handbook of youth and justice. Boston: Springer; 2001. p. 289–305.CrossRefGoogle Scholar
  18. 18.
    Lyons MJ, True WR, Eisen SA, et al. Differential heritability of adult and juvenile antisocial traits. Arch Gen Psychiatry. 1995;52:906–15.PubMedCrossRefGoogle Scholar
  19. 19.
    Slutske WS, Heath AC, Dinwiddie SH, Madden PAF, Bucholz KK, Dunne MP, Statham DJ, Martin NG. Modeling genetic and environmental influences in the etiology of conduct disorder: a study of 2,682 adult twin pairs. J Abnorm Psychol. 1997;106:266–79.PubMedCrossRefGoogle Scholar
  20. 20.
    Dodge K, Frame C. Social cognitive biases and deficits in aggressive boys. Child Dev. 1982;53:620–35.PubMedCrossRefGoogle Scholar
  21. 21.
    Lorber MF. Psychophysiology of aggression, psychopathy, and conduct problems: a meta-analysis. Psychol Bull. 2004;130(4):531.PubMedCrossRefGoogle Scholar
  22. 22.
    Dodge KA, Lansford JE, Burks VS, Bates JE, Pettit GS, Fontaine R, Price JM. Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Dev. 2003;74(2):374–93.PubMedPubMedCentralCrossRefGoogle Scholar
  23. 23.
    Gibbs JC, Potter GB, Barriga AQ, Liau AK. Developing the helping skills and prosocial motivation of aggressive adolescents in peer group programs. Aggress Violent Behav. 1996;1(3):283–305.CrossRefGoogle Scholar
  24. 24.
    Matthys W, Cuperus JM, Engeland HV. Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders. J Am Acad Child Adolesc Psychiatry. 1999;38(3):311–21.PubMedCrossRefGoogle Scholar
  25. 25.
    Schultz D, Izard CE, Bear G. Children’s emotion processing: relations to emotionality and aggression. Dev Psychopathol. 2004;16(2):371–88.PubMedCrossRefGoogle Scholar
  26. 26.
    Lynam D, Moffitt T, Stouthamer-Loeber M. Explaining the relation between IQ and delinquency: class, race, test motivation, school failure, or self-control? J Abnorm Psychol. 1993;53:187–96.CrossRefGoogle Scholar
  27. 27.
    Moffitt T, Silva P. IQ and delinquency: a direct test of the differential detection hypothesis. J Abnorm Psychol. 1988;97:330–3.PubMedCrossRefGoogle Scholar
  28. 28.
    Moffitt TE, Henry B. Neuropsychological assessments of executive functions in self-reported delinquents. Dev Psychopathol. 1989;1:105–18.CrossRefGoogle Scholar
  29. 29.
    Oosterlaan J, Scheres A, Sergeant JA. Which executive functioning deficits are associated with AD/HD, ODD/CD and comorbid AD/HD_ODD/CD? J Abnorm Child Psychol. 2005;33:69–85.PubMedCrossRefGoogle Scholar
  30. 30.
    Séguin JR, Boulerice B, Harden PW, Tremblay RE, Pihl RO. Executive functions and physical aggression after controlling for attention deficit hyperactivity disorder, general memory, and IQ. J Child Psychol Psychiatry. 1999;40:1197–208.PubMedCrossRefGoogle Scholar
  31. 31.
    Toupin J, Dery M, Pauze R, Mercier H, Fortin L. Cognitive and familial contributions to conduct disorder in children. J Child Psychol Psychiatry. 2000;41:333–44.PubMedCrossRefGoogle Scholar
  32. 32.
    Rubia K. “Cool” inferior frontostriatal dysfunction in attention-deficit/hyperactivity disorder versus “hot” ventromedial orbitofrontal-limbic dysfunction in conduct disorder: a review. Biol Psychiatry. 2011;69(12):e69–87.PubMedCrossRefGoogle Scholar
  33. 33.
    Moreno C, Laje G, Blanco C, Jiang H, Schmidt A, Olfson M. National trends in the outpatient diagnosis and treatment of bipolar disorder in youth. Arch Gen Psychiatry. 2007;64(9):1032–9.PubMedCrossRefGoogle Scholar
  34. 34.
    Diamantopoulou S, Rydell A, Thorell L, Bohlin G. Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Dev Neuropsychol. 2007;32(1):521–42.PubMedCrossRefGoogle Scholar
  35. 35.
    Toplak ME, West RF, Stanovich KE. Practitioner review: do performance-based measures and ratings of executive function assess the same construct? J Child Psychol Psychiatry. 2013;54(2):131–43.PubMedCrossRefGoogle Scholar
  36. 36.
    Chorpita BF, Daleiden EL, Ebesutani C, Young J, Becker KD, Nakamura BJ, Phillips L, Ward A, Lynch R, Trent L, Smith RL. Evidence‐based treatments for children and adolescents: An updated review of indicators of efficacy and effectiveness. Clin Psychol Sci Pract. 2011;18(2):154–72.Google Scholar
  37. 37.
    Greene RW, Ablon JS. Treating explosive kids: the collaborative problem-solving approach. New York: Guilford Press; 2005.Google Scholar
  38. 38.
    Greene, Ablon, Goring, Raezer-Blakely, Markey, Monuteaux, Henin, Edwards, Rabbitt. Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder: initial findings. J Consult Clin Psychol. 2004;72(6):1157–64.PubMedPubMedCentralCrossRefGoogle Scholar
  39. 39.
    Pollastri AR, Epstein LD, Heath GH, Ablon JS. The collaborative problem solving approach: outcomes across settings. Harv Rev Psychiatry. 2013;21(4):188–99.PubMedGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Alisha R. Pollastri
    • 1
    Email author
  • Cecilia Rosenbaum
    • 2
  • J. Stuart Ablon
    • 1
  1. 1.Think:Kids at Massachusetts General HospitalBostonUSA
  2. 2.St. George’s University School of MedicineSt. George’s, West IndiesGrenada

Personalised recommendations