Disorders of conduct in young children: Developmental considerations, diagnoses, and other characteristics
Section snippets
Developmental considerations
As it often is assumed that temper tantrums, noncompliance, and aggression are expected during the toddler years (Keenan et al., 1998), conduct and disruptive behaviors in early childhood have not been viewed as clinically concerning problems in the research literature (Campbell, 1995). When one considers how rapidly cognitive development occurs during the toddler years, distinguishing clinically concerning from normative conduct and disruptive behaviors is even more difficult. Among all the
Diagnostic and statistical manual of mental disorders
When using the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition-Text Revision; DSM-IV-TR; APA, 2000), mental health professionals have three disorders of conduct that are usually first diagnosed in infancy, childhood, or adolescence from which to choose. These disorders are Oppositional Defiant Disorder, Conduct Disorder, and Disruptive Behavior Disorder Not Otherwise Specified. These disorders, along with the diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD),
Stability of conduct problems
Regardless of the diagnostic label that may be applied, research suggests that behavior problems are relatively stable, particularly when such problems are in the extreme range. Further, such problems increase the risk that children will develop a diagnosable problem by the time they begin school. Having behavior problems as a young child is not a guarantee that such problems will continue, however. Some young children just experience age-appropriate, short-lived manifestations of stress (
Other diagnostic considerations
When diagnosing conduct problems and disruptive behaviors in young children, it is recommended that mental health professionals use a developmental approach. As part of such an approach, normative development should be used as the context for the assessment of young children’s behaviors and symptoms (Keenan & Wakschlag, 2002). This approach also considers the physical constraints in how symptoms may be manifested by young children (e.g., having access to certain weapons). Thus, although the
Correlates of conduct problems
When considering conduct problems, mental health professionals also should consider reports of young children’s early temperament and the manner in which parents and their young children interact as well as the level of impairment experienced by young children. In general, preschool children who exhibit symptoms of Disruptive Behavior Disorders exhibit more impairment in parent–child, preschool, and clinical contexts (Wakschlag & Keenan, 2001). Each of these factors may contribute to the later
Treatments
Given the stability of conduct problems and disruptive behaviors in children, it is likely that young children will experience difficulties into adolescence and adulthood. As a result, mental health professionals must gain an understanding of when and how to intervene with these children. Such an understanding is particularly important when one considers that conduct problems and disruptive behaviors can be relatively resistant to treatment when diagnosed in school age or adolescence (Kazdin,
Summary
Conduct problems and disruptive behaviors are cited as the most common reason for clinic referrals for preschoolers (Luby & Morgan, 1997). During their presentation to a clinic, mental health professionals may diagnose these young children with a DSM-IV-TR diagnosis of ODD or CD. For some young children who are not meeting the criteria of these disorders exactly, mental health professionals may view the difficult behaviors exhibited by these young children as normative for the developmental
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2013, Revista Colombiana de PsiquiatriaCitation Excerpt :CD is ostensibly more frequent among men than among women6–8 and tends to have a high comorbidity with learning disorders, substance use disorders and attention-deficit/ hyperactivity disorder [ADHD]1,9,7, being a comorbid condition with the latter that affects 50% of cases3. CD is associated, too, with poor relationships with peers and adults, academic failure, low emotional reactivity, medical complications during pregnancy and childbirth, difficult temperament in early childhood, low empathy, low tolerance for frustration, impulsivity, irritability, recklessness, sensation seeking, disinhibition, extraversion and low moral development1,6,9–12. Other features that have been associated with CD include parental psychopathology, parent's criminal history, child abuse, inadequate parenting practices, constant marital conflict and belonging to a large family7,9,13.
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2012, Research in Developmental DisabilitiesCitation Excerpt :Conduct disorders include oppositional Defiant Disorder, Attention-Deficit/Hyperactivity Disorder, Adjustment Disorder and Child/adolescent Antisocial Behaviour Disorder. There is an extensive academic literature on this topic (Arseneault, Kim-Cohen, Taylor, Caspi, & Moffitt, 2005; Kazdin, 1993; Kim-Cohen et al., 2005; Renk, 2008; Stewart, deBlois, & Cummings, 1980) though most appears to have been done on ADHD (McLeod, Fettes, Jensen, Pescosolido, & Martin, 2007). Excellent reviews of the understanding of the processes underlying conduct disorders have also appeared (Hill, 2002).
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