+ Conduct Disorder University of Utah, Department of Educational Psychology Training School Psychologists to be Experts in Evidence Based Practices for.

+Conduct Disorder

University of Utah, Department of Educational Psychology

Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders

US Office of Education 84.325K

H325K080308

Presented by Julia Hood5/5/09

+Diagnostic Criteria of Conduct Disorder

A. A repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the last 6 months:

+Diagnostic Criteria of Conduct Disorder

Aggression to people and animals1. often bullies, threatens, or intimidates others

2. often initiates physical fights

3. has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun)

4. has been physically cruel to people

5. has been physically cruel to animals

6. has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery

7. has forced someone into sexual activity

+Diagnostic Criteria of Conduct Disorder

Destruction of property8. has deliberately engaged in fire setting with the intention

of causing serious damage

9. has deliberately destroyed others’ property (other than by fire setting)

Deceitfulness or theft10. has broken into someone else’s house, building, or car

11. often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others)

12. has stole items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)

+Diagnostic Criteria of Conduct Disorder Serious violations of rules

13. often stays out at night despite parental prohibitions, beginning before age 13 years

14. has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period)

15. is often truant from school, beginning before age 13 years

B. The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning

C. If the individual is 18 years or older, criteria are not met for Antisocial Personality Disorder

You must specify age of onset and severity

+Other Diagnostic Considerations

Must rule out Oppositional Defiant Disorder

Determine if behavior is “proactive” or “reactive”

Determine “overt” or “covert” behavior Overt behaviors are those that confront or disrupt the

environment: aggression, temper tantrums, arguing Covert behaviors are those that may not be directly noticed

by a caregiver: stealing, fire starting, lying

+Comorbid Disorders and Other Considerations

ADHD

Anxiety

Depression

Somatization

Academic Achievement, Substance Abuse, Risky Sexual Behavior

+History of Conduct Disorders(Mash & Barkley, 2006)

How societies deal with “bad” children goes back in history to Plato 2,500

Historical accounts from religious, medicine, and legal field

CD has been in the DSM since the second edition, but has changed as to the diagnostic requirements over the years

There has been an increase of juvenile delinquency in the last 50 years More females Peak age was mid-adolescence, but is now late adolescence Increase in proportion of violent crime to non-violent crime

+Causes/Contributory Factors (Mash & Barkley, 2006; Frick, 2001)

Multidimensional interaction among causal mechanisms Individual vulnerabilities Difficult temperament Neuropsychological Problems in child rearing (substance abuse, marital

distress/divorce, parental antisocial behavior, low social support)

Stressors in the general social ecology

+Assessment of Conduct Disorder

Structured interviews

Behavior rating scales (BASC, CBCL, ASEBA, ECBI, etc.)

Functional behavior assessments

Personality tests (MMPI-A, MACI)

Behavior observations

Developmental/medical history

Use multiple measures to get more comprehensive data

+Treatment Options for Conduct Disorder (Mash & Barkley, 2006; Frick, 2001) Family-based interventions (parent training)

Short-term effects Helping the Non-compliant Child (HNC) Parent-Child Interaction Therapy (PCIT) Incredible Years Triple P- Positive Parenting Program OLSC Training Program Multisystemic Therapy (MST) Functional Family Therapy (FFT)

+ Treatment Options for Conduct Disorder (Mash & Barkley, 2006; Frick, 2001)

Skill Training Social Skills Cognitive Behavioral Skills Training Problem-Solving Skills Training Anger Management Coping-Competence Programs Multicomponent Skills Training

+Treatment Options for Conduct Disorder (Mash & Barkley, 2006; Frick, 2001) Community-Based Programs

The Achievement Place Program (Teaching Family Model) Treatment Foster Care Case Management Day Treatment

School-Based Treatment Classroom Management Involvement in Multicomponent Treatments

+Treatment Options for Conduct Disorder (Lilienfeld, 2005)

“Get tough” approaches Scared Straight Boot Camp

Attachment therapies Rebirthing, holding, reparenting

Psychopharmacological Treatment Antipsychotics Mood Stabilizers

+Treatment Options for Conduct Disorder (Lilienfeld, 2005)

Scientifically Questionable Treatments (SQT’s) Peer-group interventions “get tough” approaches Attachment therapies Psychopharmacological as a stand-alone treatment

+Recent Research Study for CD

Parent training for young Norwegian children with ODD and CD problems: Predictors and mediators of treatment outcome. Scandinavian Journal of Psychology, (2009), 50, 173-181.

Authors: Fossum, S., Morch, W., Handegard, B., Drugli, M.B., & Larsson, B.

+Recent Research Study for CD

Method 121 subjects Subjects’ Inclusion Criteria

Ages 4- 8 Parent referral for conduct problems Child does not have a debilitating physical impairment Child’s behavior was within clinical range on the Eyberg

Child Behavior Inventory (ECHI) based on Norwegian norms

Child meets diagnostic criteria (DSM-IV) for ODD and/or CD If children met one less criterion than that reqired for

diagnosis and they displayed severe conduct problems, they were still included

+Recent Research Study for CD

Treatment conditions Random Assignment to one of three conditions

Parent training (n=47) Parent training combined with child training (n=52) Waiting list condition (n=28)

Subject characteristics in the two active treatment conditions Mean age was 6.6 years (SD=1.3) 28 children (28.3%) lived in one-parent families Step parent involved in 18 families (18.2%) 6 children (6.1%) living in foster care

Of which, 2 (2%) were in kinship foster care 2 families (2%) not native-speaking Norwegians

+Recent Research Study for CD

Assessments ECBI Kiddie-SADS diagnostic interview with mother Teacher questionnaires Dyadic Parent-Child Interaction Coding System-Revised

(DPICS-R) to observe parent-child interactions Preschool Behavior Questionnaire (PBQ) Teacher Report Form (TRF) Parental Stress Index (PSI) Beck Depression Inventory (BDI) Parenting Practices Interview (PPI) (adapted version)

+Recent Research Study for CD

Treatment: IY intervention program (Webster-Stratton, C.) BASIC parent training condition

Aim is to strengthen families and promote parent competencies by increasing their positive and self-confidence in parenting, reduce negative parenting practices, improve parents’ problem-solving skills and anger management, and improve school involvement

Divided into groups of 10-12 parents (parents of approx. 6 children) Met weekly for 12-14 weeks for 2 hours with 2 accredited therapists Watched 250 video vignettes of parent-child interactions Therapists led discussions about aspects of vignettes Parents received home tasks and and parents shared experiences at

the beginning of next session On average, parents attended 92% of meetings (M=11.2, SD=1.6)

+Recent Research Study for CD

Treatment (cont.) IY intervention program & the “Dinosaur School” Parent training and child training combined

Met simultaneously at clinic, but groups were held separately Approximately 6 children met for 2 hours weekly, 18-20 weeks 2 therapists Video-based program with 100 video vignettes of children in

multiple settings Fantasy play with life-size puppets (a boy, a girl, various

animals) Exercises sent home with children Attendance in child sessions was an average of 91% (M=15.6,

SD=1.9)

+Recent Research Study for CD

2 families (2%) dropped out Both males and from Parent Training condition

15 therapists for PT, 9 therapists for children Trained in programs Followed treatment manual Completed standardized checklists Tracked group activities Sessions videotaped for peer, self, and trainer evaluation

+Recent Research Study for CD

Outcome Variables Child functioning at home Independent observation of negative parenting Child behaviors in day care or school

Results 37 (39.8%) rated responders and 56 (60.2%) non-

responders, significant difference between mean scores 30 mothers (34.1%) achieved 30% or greater reduction in

observed negative parenting, 58 (65.9%) non-responders 28 children (32.6%) scored below cut-off (rated by teacher)

but difference was not significant

+Recent Research Study for CD

Results (cont.) Logistic regression analyses

Independent variables of ADHD, female, and maternal stress predicted worse outcome

Treatment effects lower than original study (not uncommon)

Post-treatment: two-thirds of children scored within norms No child or family variables predicted unfavorable

outcomes

Limitations of the study Parental factors not controlled for Parents more neutral interactions when observed than U.S.

parents

+References

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th edn. Text Revision). Washington, DC: American Psychiatric Publishing.

Fossum, S., Morch, W., Handegard, B., Drugli, M.B., & Larsson, B. (2009). Parent training for young Norwegian children with ODD and CD problems: Predictors and mediators of treatment outcome. Scandinavian Journal of Psychology, 50, 173-181.

Frick, P.J., Kamphaus, R.W., Lahey, B.B., Loeber, R., Christ, M.A., Hart, E.L., & Tannenbaum, L.E. (1991). Academic underachievement and the disruptive behavior disorders. Journal of Consulting and Clinical Psychology; 59, 2, 289-294.

Lilienfeld, S.O. (2005). Scientifically unsupported interventions for childhood psychopathology:A summary. Pediatrics, 115; 761-764.

Mash, E.J. & Barkley, R.A. (2006). Treatment of Childhood Disorders (3rd edn). New York: The Guilford Press.