Relevant bibliographies by topics / Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder

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  5. Conference papers
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Academic literature on the topic 'Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Kelly, Thomas P., and Paul McArdle. "Using the Achenbach Child Behaviour Checklist in the differential diagnosis of disruptive behaviour disorders." Irish Journal of Psychological Medicine 14, no. 4 (December 1997): 136–38. http://dx.doi.org/10.1017/s0790966700003359.

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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.
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Ayaz, A. B., M. Ayaz, and E. Kayan. "Negative outcomes in attention-deficit/hyperactivity disorder comorbid with oppositional defiant disorder." Irish Journal of Psychological Medicine 32, no. 4 (January 26, 2015): 307–12. http://dx.doi.org/10.1017/ipm.2014.91.

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ObjectivesIn children and adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD), the comorbidity of the oppositional defiant disorder (ODD) negatively affects the course of ADHD. The purpose of this study was to compare ADHD-diagnosed children with and without ODD comorbidity in terms of smoking, psychoactive substance use, disciplinary punishments at school, criminal behaviors, and unintentional injuries.MethodsThis study included 109 children diagnosed with ADHD alone and 79 children with the ADHD-ODD comorbidity from a child psychiatry outpatient clinic. The children who participated in the study were aged between 6 and 15 years. Diagnoses of the children were determined by child psychiatrists according to DSM-IV criteria, and the Turgay DSM-IV-based Child and Adolescent Behavior Disorders Screening and Rating Scale-Parents Form was used to support the diagnosis in initial evaluations of children. Forty-six to fifty months after the first admission, parents were questioned regarding all negative outcomes from the time of first diagnosis to the time of the evaluation by phone.ResultsThe groups were compared in terms of smoking, psychoactive substance use, disciplinary punishments at school, criminal behaviors, and unintentional injuries over a period of 4 years. The ODD-ADHD group was determined to have higher rates of disciplinary punishments at school, smoking, and unintentional injuries compared with the ADHD group. No statistically significant difference was found between the two groups in terms of criminal behaviors and psychoactive substance use.ConclusionsThe ODD comorbidity increases the risk of negative outcomes in children diagnosed with ADHD.
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Araz Altay, Mengühan, Işık Görker, Begüm Demirci Şipka, Leyla Bozatlı, and Tuğçe Ataş. "Attention Deficit Hyperactivity Disorder and Psychiatric Comorbidities." Eurasian Journal of Family Medicine 9, no. 1 (March 31, 2020): 27–34. http://dx.doi.org/10.33880/ejfm.2020090104.

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Aim: This study aims to obtain current information on the clinical features of attention deficit hyperactivity disorder cases, comorbid psychiatric disorders and psychiatric drug use. Methods: All patients between the ages of 6 and 18 years who were admitted to our outpatient clinic and diagnosed with attention deficit hyperactivity disorder were included in the study. The files of the patients were examined and their demographic characteristics, symptoms, psychiatric diagnoses and drug profiles were recorded. The pattern of the psychiatric disorders accompanied by attention deficit hyperactivity disorder cases and the differences according to age and gender were analyzed. The differences were determined in patients with psychiatric comorbidity compared to those without. Result: The mean age of the 777 patients included in the study was 11.1±2.94 and 76.6% were boys. 60.9% of attention deficit hyperactivity disorder patients had comorbid psychiatric disorders. The most common psychiatric comorbidities were specific learning disability (23.6%), oppositional defiant disorder (12.9%) and conduct disorder (12.1%). There was no difference between the genders in terms of the incidence of psychiatric comorbidities. The rate of psychiatric comorbidity was significantly higher in adolescents than in children. A psychotropic medication was used in 86.4% of the cases and psychotropic polypharmacy was present in 31.5%. The rate of polypharmacy was significantly higher in the group with psychiatric comorbidity. Conclusion: Attention deficit hyperactivity disorder is frequently accompanied by other psychiatric disorders and the psychiatric comorbidity leads to a more complicated clinical profile. Approximately one-third of attention deficit hyperactivity disorder patients have psychiatric polypharmacy and these patients should be carefully monitored. Primary care physicians who are frequently confronted with attention deficit hyperactivity disorder cases should be careful about psychiatric comorbidities. Keywords: Child psychiatry, attention deficit hyperactivity disorder, mental disorders, Family practice
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Tzang, Ruu-Fen, Yue-Cune Chang, Guochuan E. Tsai, and Hsien-Yuan Lane. "Sarcosine treatment for oppositional defiant disorder symptoms of attention deficit hyperactivity disorder children." Journal of Psychopharmacology 30, no. 10 (July 19, 2016): 976–82. http://dx.doi.org/10.1177/0269881116658986.

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Ford, Julian D., Robert Racusin, William B. Daviss, Cynthia G. Ellis, Julie Thomas, Karen Rogers, Jessica Reiser, Jill Schiffman, and Anjana Sengupta. "Trauma exposure among children with oppositional defiant disorder and attention deficit–hyperactivity disorder." Journal of Consulting and Clinical Psychology 67, no. 5 (October 1999): 786–89. http://dx.doi.org/10.1037/0022-006x.67.5.786.

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Bardick, Angela D., and Kerry B. Bernes. "A Closer Examination of Bipolar Disorder in School-Age Children." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900103.

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Children who present with severe behavioral concerns may be diagnosed as having other commonly diagnosed childhood disorders, such as attention deficit hyperactivity disorder, oppositional defiant disorder, and/or conduct disorder, among others, when they may be suffering from early-onset bipolar disorder. Awareness of the symptoms of early-onset bipolar disorder may lead to appropriate referrals for assessment and treatment, as well as collaborative program planning for children with bipolar disorder. Implications and recommendations for school counselors are discussed.
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Dykman, Roscoe A., and Peggy T. Ackerman. "Behavioral Subtypes of Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 132–41. http://dx.doi.org/10.1177/001440299306000207.

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This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): without hyperactivity (ADD/WO), with hyperactivity (ADDH), and with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk to have oppositional and conduct disorders, whereas children with ADD/WO tend to show symptoms such as anxiety and depressed mood. Children in the three subtypes have similar rates of learning disabilities, but all have higher rates than found in control groups. Teacher and parent ratings are more sensitive than laboratory measures in differentiating the subtypes. Follow-up studies strongly suggest more adverse outcomes for ADDHA children.
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Pondé, Milena Pereira, Mirella Lins Matos, and Cinthia Cristina Pinto Bispo de Oliveira. "PREVALENCE OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, OPPOSITIONAL DEFIANT DISORDER AND CONDUCT DISORDER IN CHILDREN WITH AUTISM SPECTRUM DISORDER." Brazilian Journal of Medicine and Human Health 5, no. 2 (June 22, 2017): 39–46. http://dx.doi.org/10.17267/2317-3386bjmhh.v5i2.1199.

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Aim: To estimate the prevalence of attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) in children and adolescents previously diagnosed with autism spectrum disorder (ASD). Methods: A cross-sectional study involving 71 children and adolescents previously diagnosed by a psychiatrist as having ASD. All were enrolled at a school that accompanies only individuals with ASD. The evaluation instruments consisted of a sociodemographic questionnaire and the Brazilian version of the semi-structured interview Kiddie-SADS-PL for the investigation of psychiatric disorders in children and adolescents. Results: Overall, 62% of the children in the sample had some psychiatric comorbidity: 49.3% had some form of ADHD, 11.3% ODD and 1.4% CD. In relation to the children with ADHD, 11.3% fulfilled the criteria for the inattentive subtype, 12.7% for the hyperactive/impulsive subtype, 7.1% for the combined subtype and 18.3% for ADHD not otherwise specified. Conclusion: These results ratify the clinical heterogeneity of ASD and highlight the importance of diagnosing comorbidities that could affect the clinical status and functioning level of children and adolescents with ASD.
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Crowell, Sheila E., Theodore P. Beauchaine, Lisa Gatzke-Kopp, Patrick Sylvers, Hilary Mead, and Jane Chipman-Chacon. "Autonomic correlates of attention-deficit/hyperactivity disorder and oppositional defiant disorder in preschool children." Journal of Abnormal Psychology 115, no. 1 (2006): 174–78. http://dx.doi.org/10.1037/0021-843x.115.1.174.

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Clarke, Adam R., Robert J. Barry, Rory McCarthy, and Mark Selikowitz. "Children with attention-deficit/hyperactivity disorder and comorbid oppositional defiant disorder: an EEG analysis." Psychiatry Research 111, no. 2-3 (August 2002): 181–90. http://dx.doi.org/10.1016/s0165-1781(02)00137-3.

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Dissertations / Theses on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Gremillion, Monica L. "Merely Misunderstood: Expressive, Receptive, and Pragmatic Language in Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1398.

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Children with Disruptive Behavior Disorders (DBD), including Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) have poorer language skills compared to typically developing children; however, language as a potential risk factor for DBD has received little empirical attention or evaluation. Receptive, expressive, and pragmatic language skills in preschoolers with DBD were examined. Participants were 82 preschool-age children and their primary caregivers. Primary caregivers completed a semi-structured interview and symptom and language questionnaires. Preschoolers completed measures of receptive and expressive language. Results indicated that preschoolers with DBD were more impaired on receptive, expressive, and pragmatic language compared to non-DBD children. Pragmatic language appears particularly impaired in children with DBD, and language problems appear most linked with increased hyperactivity-impulsivity (vs. inattention or oppositional-defiance). This work suggests the need for early assessment of language in preschoolers with DBD, as well as the possibly utility of tailored interventions focusing on improving pragmatic language.
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Jackson, Henry Gilliam. "Evaluating the predictive value of parent reports of problem behavior, measures of ADHD, and children's language development on teacher ratings of behavioral adjustment in elementary school : longitundinal findings /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7928.

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Lee, Dong Hun. "Comorbid oppositional defiant or conduct disorder problems in children at high-risk for Attention Deficit Hyperactivity Disorder (ADHD) a comparison of emotional, psychosocial, and behavioral adjustment /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012580.

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Jones, Danna Benefield. "Phenomenological study what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States? /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/jones.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Margaret Rice, Boyd Rogan, Foster Watkins, Martha Barber. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 112-120).
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Puffenberger, Synthia Sandoval. "Moderating effects of Hyperactivity/Impulsivity and Oppositional Behavior on Working Memory Training for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405642886.

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Becker, Stephen P. "Social Information Processing, Comorbid Mental Health Symptoms, and Peer Isolation among Children with Attention-Deficit/Hyperactivity Disorder." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1400676074.

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Evinc, Gulin S. "Maternal Personality Characteristics, Affective State, And Psychopathology In Relation To Children." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605566/index.pdf.

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This study aimed to examine the association between specific maternal characteristics (i.e., parents&rsquo
personality, depression, anxiety, affective state, and coping strategies) and childhood ADHD, Oppositional Defiant Disorder (ODD), and Conduct Disorder (CD) symptoms in children with and without the diagnosis of ADHD. Method: Data was obtained from 231 subjects including mothers of 77 children who were just diagnosed by Child Mental Health Departments of Hacettepe University or IMGE Child Mental Health Center and 154 children without any psychiatric diagnosis, who were receiving education from Nebahat Keskin Elementary School. Among 154 non-diagnosed subjects the ones who match best with the 77 ADHD group participants were chosen, considering ages of the children, income of the family, and education of the mother. Results and Discussion: (1) Psychometric Characteristics of the TBFI and CARSS were examined. The internal consistency coefficients of the TBFI varied from .51 (for Agreeableness) to .75 (for Neuroticism) and all subscales of CARSS had moderate to high degree of internal consistencies ranging from .65 (Conduct Disorder) to .92. (e.g., Attention Deficit). Additionally, concurrent validity of TBFI and criterion validity of CARSS were studied. Results revealed that TBFI had sufficient internal consistency and validity, and also revealed that CARSS was a highly reliable and valid measure, successfully differentiating the diagnosed group from the non-diagnosed group on each subscale. (2) Group differences on maternal characteristics were examined. Compared to non-diagnosed children, children with ADHD had mothers with higher Depression symptoms, higher Negative Affect, higher Neuroticism, lower Positive Affect. (3) Regression analyses, which were conducted separately for each group and the whole group, revealed that different maternal characteristics were associated with symptoms of diagnosed and non-diagnosed children. In general while symptom levels of children, who have ADHD diagnosis, was associated with higher maternal Negative and lower Positive Affect and higher Depression and Anxiety symptoms, and lower Extraversion scores
symptom level of Comparison children was associated more with Conscientiousness. These differences were explained by means of the fit between maternal characteristics and vulnerability, lower tolerance, lower adaptation, and compensation skills of children with ADHD (when compared to Comparison group). Results addressed the importance of maternal factors regarding its association with presence, and the severity of ADHD and comorbid symptoms of children.
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Cannon, Megan. "The Relationship Among Attention Deficit/Hyperactivity Disorder (ADHD) Subtypes, Oppositional Defiant Disorder (ODD), and Parenting Stress." NSUWorks, 2013. http://nsuworks.nova.edu/cps_stuetd/16.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders diagnosed within childhood and affects approximately 9.5% of children in the United States. Additionally, approximately 35% to 60% of clinic-referred children will also meet the criteria for Oppositional Defiant Disorder (ODD). Increased levels of parenting stress are commonly experienced among parents of children diagnosed with ADHD and a number of factors contribute to this association. ADHD subtype has consistently presented itself as a factor; however, observing parenting stress levels between ADHD subtypes and ADHD with comorbid ODD within the same study has not been pursued in the literature. The present study utilized the Parenting Stress Index-Short Form (PSI/SF) to compare scores on the Total Stress, Parental Distress, and Parent-Child Dysfunctional interaction scales among mothers of children diagnosed with ADHD Predominantly Inattentive Type (ADHD-I), ADHD Combined Type (ADHD-C) and comorbid ADHD and ODD (ADHD/ODD). Following a One-Way Analysis of Covariance, a significant difference was found on the level of Total Stress reported by mothers of children diagnosed with ADHD/ODD when compared with mothers of children diagnosed with ADHD-C. No other significant differences were uncovered. Additionally, the current study attempted to gain a better understanding of the relationship between parenting stress and chronological age of the diagnosed child by observing the correlation between child age and the level of parenting stress reported by mothers of children diagnosed with ADHD, in addition to a comorbid diagnosis of ADHD and ODD. Pearson product-moment correlation coefficients were calculated between child age and the Total Stress and Difficult Child scales on the PSI/SF; however neither achieved statistical significance. Finally, the present study compared the correlations between child age and maternal scores on the Total Stress and Difficult Child scales on the PSI/SF among children with a sole diagnosis of ADHD, to those of children with a comorbid diagnosis of ADHD/ODD. Correlations within the ADHD/ODD group among child age and the Total Stress and Difficult Child scales were both in the negative direction. In contrast, the correlations within the ADHD group were both in a positive direction.
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Lee, Christine Anne. "PERSON-CENTERED ANALYSIS OF ADHD COMORBIDITIES AND DIFFERENTIAL CHARACTERISTICS AND OUTCOMES." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/147.

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Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent and impairing childhood disorders (5%; American Psychiatric Association, 2013), yet it is often studied in isolation. Such an approach is at odds with the clinical reality, where ADHD has a high comorbidity with oppositional defiant disorder, anxiety, and depression (Jensen, Martin, & Cantwell, 1997). Based on the possible presentations of ADHD with both externalizing and internalizing symptoms, there may be differences in associated characteristics, areas of impairment, and resulting assessment interventions. Therefore, the present study investigated how ADHD comorbidities manifested in a population of 233 elementary age children and how these profiles varied in already established characteristics (i.e., traits, social behaviors) and areas of deficit for children with ADHD (i.e., social functioning, academics, narrative comprehension). Characteristics and outcomes were examined using rating scales, behavior observations, laboratory tasks, and grades. Based on latent profile analyses, different patterns of comorbidity were identified using both parent and teacher ratings of ADHD. Based on parent and teacher report, those with high ADHD/ODD symptoms had more negative characteristics and outcomes. Network analyses corroborated these results, showing that internalizing symptoms were less relevant for associated characteristics and outcomes compared to ADHD and ODD symptoms. Overall, these results suggest that ADHD comorbidities may be primarily driven by ADHD and ODD symptoms, with this profile displaying more severe negative characteristics and outcomes.
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Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.

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Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
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Books on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Shamsie, S. J. Troublesome children: A guide to understanding and managing youth with attention deficit hyperactivity disorder, oppositional defiant disorder and conduct disorder. 2nd ed. Toronto: Institute for the Study of Antisocial Behaviour in Youth, 1999.

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Shamsie, S. J. Troublesome children: A guide to understanding and managing youth with Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder and Conduct Disorder. Etobicoke, Ont: Institute for the study of Antisocial behaviour in Youth, 1995.

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Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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E, Lochman John, ed. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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Behnke, Patricia. Enhancing parent-child relations in children with characteristics of both oppositional defiant disorder and attention-deficit/hyperactivity disorder. $c2002, 2002.

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Elik, Nezihe. Teacher- and student-related influences on teachers' attitudes toward children with attention deficit hyperactivity disorder (ADHD). 2002.

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Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.
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Hum, Mary. Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders. 2004.

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Lochman, John E., and Walter Matthys. Oppositional Defiant Disorder and Conduct Disorder in Childhood. Wiley & Sons, Incorporated, John, 2016.

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Book chapters on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Lahey, Benjamin B., Keith McBurnett, and Rolf Loeber. "Are Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder Developmental Precursors to Conduct Disorder?" In Handbook of Developmental Psychopathology, 431–46. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4163-9_23.

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Scott, Stephen, and Melanie Palmer. "Conduct disorders and antisocial personality disorder in childhood and adolescence." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 1265–76. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0124.

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Oppositional defiant and conduct disorders are the most common mental health problems in childhood. They have a poor prognosis if left untreated, with increased crime, violence, drug misuse, academic failure, dependence on state welfare, psychosis, and early death. A number of children additionally have callous-unemotional traits, and they are at risk for going on to develop antisocial personality disorder, which has its origins in childhood. Children with comorbid callous-unemotional traits or attention-deficit/hyperactivity disorder (ADHD) symptoms have a high genetic contribution to their problems and reduced functioning in the limbic and prefrontal areas. There have been over 100 randomized controlled trials of interventions, with evidence-based parenting programmes repeatedly being shown to be effective in both the short and the longer term. There is emerging evidence that they may help prevent personality disorder. In the absence of ADHD, medication has no role to play in the routine management of oppositional defiant and conduct disorders.
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Jensen, Pauline. "Yoga as an Intervention for Students With Attention Deficit Hyperactivity Disorder." In Handbook of Research on Evidence-Based Perspectives on the Psychophysiology of Yoga and Its Applications, 347–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3254-6.ch020.

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Research conducted in both the field of yoga and the field of behavioural disorders in children and adolescents leads to the speculation that the benefits of yoga practice demonstrated with respect to physiological, psychological, emotional, and psychosocial functioning may be applicable to the impairments evidenced in these areas in behavioural disorders. The intervention—20 weekly one-hour sessions of yoga—required a large commitment for the participants, their families, and the yoga instructor. The results suggested that yoga appears to exert its impact on stabilising the emotions (a secondary symptom) and reducing oppositional behaviour, frequently co-morbid (40%) with attention deficit hyperactivity disorder (ADHD). Given the limitations of this study, the results do indicate some significant changes in the behaviour of some of the boys with ADHD. In conclusion, yoga shows promise as a non-invasive, inexpensive, adjuvant treatment for boys with ADHD.
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Zaboski, Brian A., Emma Romaker, and Diana Joyce-Beaulieu. "Theory and Research." In Applied Cognitive Behavioral Therapy in Schools, 25–46. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197581384.003.0002.

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Cognitive behavioral therapy (CBT) was created by two central figures, Albert Ellis and Aaron T. Beck, both of whom contributed uniquely to its contemporary formulation. Since its inception, CBT’s research and clinical applications have spanned thousands of scientific papers and assisted many more children, adolescents, and families. This chapter discusses CBT’s theoretical development and the differing and converging views of its central theorists and describes three major theoretical conceptualizations: rational-emotive behavior therapy, cognitive therapy, and a general model. This chapter then reviews CBT’s research effectiveness for a wide range of internalizing and externalizing disorders, including anxiety, depression, autism, oppositional defiant disorder, and attention-deficit/hyperactivity disorder. It concludes with a case study delineating the two major theoretical approaches.
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Dickstein, Daniel P., and Rachel E. Christensen. "Pharmacological Treatment of Pediatric Irritability." In Irritability in Pediatric Psychopathology, edited by Amy Krain Roy, Melissa A. Brotman, and Ellen Leibenluft, 275–300. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190846800.003.0014.

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Irritability is among the most common and impairing mental health issues affecting children today, with research showing that the consequences of irritability last into adulthood. Advancing how we treat irritability, including with medications, thus should be a top public health priority, germane to all those working with children and adults, and not just restricted to mental health settings. In this chapter, the authors review general principles of using medication to treat irritability in children. Then, they provide the latest information about the pharmacological treatment of irritability. In doing so, they draw on published studies of disorders involving irritability, including bipolar disorder (BD), unipolar major depressive disorder (MDD), attention deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), intermittent explosive disorder (IED), and autism spectrum disorder (ASD). While there is ample room for innovative ways to assess and treat irritability in children, at present, clinicians should carefully assess the child, develop a working hypothesis for what disorder(s) involving irritability are present, use evidence-based treatments to address those problems, and then reassess for improvement, worsening, side effects, or how these longitudinal data shapes working diagnoses.
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Waldman, Irwin D., Soo Hyun Rhee, Florence Levy, and David A. Hay. "Causes of the overlap among symptoms of Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder." In Attention, Genes, and ADHD, 115–38. Psychology Press, 2021. http://dx.doi.org/10.4324/9781315782959-7.

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Muir, Amelia. "Humanistic and Psychoanalytic Play Therapy: A Child With Attention Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder." In Case Study Approach to Psychotherapy for Advanced Practice Psychiatric Nurses. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826195043.0005.

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Post, Robert M. "Making a Diagnosis." In Bipolar Disorder, 57–74. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190908096.003.0005.

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Bipolar disorder often has long delays to first diagnosis and treatment. Both early onset and treatment delay are risk factors for a poor outcome in adulthood. Poor recognition and treatment of the illness can lead to an accumulation of episodes with their attendant risks for cycle acceleration, neurobiological abnormalities, treatment resistance, cognitive dysfunction, and premature loss of many years of life expectancy. Complicating the appropriate diagnosis is the highly variable presentation of the illness and its multiple imitators and comorbidities, including anxiety disorders, attention-deficit/hyperactivity disorder, oppositional defiant disorder, depression, and substance abuse. One of the most critical keys to correct diagnosis is the longitudinal perspective, both retrospectively assessed in detail and systematically continued prospectively. Awareness of the high incidence of childhood-onset bipolar disorder in the United States compared with Canada and most European countries will hopefully lead to correction of one of the remedial risk factors for a poor outcome—the duration of delay to first treatment. With early and sustained treatment of a first episode of mania, episode recurrence and its attendant cognitive dysfunction may be prevented. Episodes, stressors, and bouts of substance abuse can accumulate and sensitize to further and more severe occurrences, likely on an epigenetic basis. Early diagnosis and treatment are imperative to stopping these mechanisms of illness progression in bipolar disorder.
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O’Dell, Sean M., and Lauren Louloudis. "Managing Disruptive Behavior." In School Mental Health Services for Adolescents, edited by Judith R. Harrison, Brandon K. Schultz, and Steven W. Evans, 122–40. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.003.0006.

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The chapter “Managing Disruptive Behavior,” in School Mental Health Services for Adolescents, outlines identification and treatment concerns, evidence-based treatment recommendations, and service delivery considerations for behavior problems associated with attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD) in adolescence. Going beyond the psychiatric categories of ADHD, ODD, and CD, it uses a developmental psychopathology perspective to discuss the interrelationships of contextual factors throughout development that increase risk for disruptive behavior problems during adolescence. Next, it reviews recommendations for school mental health providers to facilitate linking assessment strategies to evidence-based intervention and outcome evaluation. Finally, it discusses strategies for working across systems to engage stakeholders in the service of improving home-school communication and family-school-medical partnership.
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Danforth, Jeffrey S., and James W. Diller. "The adaptive nature of coercive interactions between parents and their children with defiant Attention Deficit Hyperactivity Disorder: implications for treatment." In Functional Analysis in Clinical Treatment, 123–49. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-805469-7.00006-1.

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Conference papers on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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Abstract:
The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Reports on the topic "Oppositional defiant disorder in children. Attention-deficit hyperactivity disorder"

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Disinhibited social engagement behaviour is not unique to children exposed to inadequate caregiving. ACAMH, January 2020. http://dx.doi.org/10.13056/acamh.10704.

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Interestingly, the course of DSEB was not associated with neglect, emotional maltreatment or effortful control but there was evidence for a significant association with attention deficit/hyperactivity disorder and oppositional defiant disorder.
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