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Bubier, Jennifer L. "Co-occurrence of Oppositional Defiant Disorder with Generalized and Separation Anxiety Disorders Among Inner-city Children." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/48936.
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PsychologyPh.D.
There is a paucity of research that has examined co-occurring oppositional defiant disorder and generalized anxiety disorder (ODD+GAD) symptoms and oppositional defiant disorder and separation anxiety disorder (ODD+SAD) symptoms among children. To address this gap, I investigated multiple explanations for the co-occurrence of ODD+GAD and ODD+SAD. Specifically, I investigated whether (a) GAD symptoms prospectively predicted ODD symptoms and SAD symptoms prospectively predicted ODD symptoms (Explanation 1), (b) ODD symptoms prospectively predicted GAD symptoms and ODD symptoms prospectively predicted SAD symptoms (Explanation 2), and (c) shared risk processes accounted for the co-occurrence of ODD+GAD and ODD+SAD (Explanation 3). Participants were an ethnic minority, inner-city sample of first through fourth grade children (N = 88, 51% male) and their primary caregivers. I used data collected at the baseline and 1-year follow-up assessments of the Child Health and Behavior Study, a longitudinal survey of families residing in North Philadelphia. Findings provided support for Explanation 2 and Explanation 3 in the development of co-occurring ODD+GAD symptoms and support for Explanation 3 in the development of co-occurring ODD+SAD symptoms. This study contributes to the extant literature by providing the first empirical examination of these multiple explanations in an ethnic minority, inner city sample of children.
Temple University--Theses
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Singal, Sally. "The efficacy of psychodrama in the treatment of oppositional and defiant adolescents." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19531.
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This study attempted to validate psychodrama as a treatment for oppositional and defiant adolescents. Twenty-four high school students with conduct problems were randomly assigned to a psychodrama group or a waiting list control group. The treatment group received psychodrama therapy for 12 weeks. Personality and task performance tests were administered to the participants in both groups before and after treatment to estimate differences in impulsivity, empathy, and self-esteem. Parents' and teachers' rating scales were administered at the same two times to evaluate observable changes in the disruptive behaviours of the participants. Differences in the pre- and postmeasures within and between groups were analysed and the results demonstrated statistically significant interaction effects in impulsivity scores and oppositional ratings.
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Carroll, Steve. "The construct validity of the Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder symptoms : A multitrait-multisource approach based on father and mother ratings." Thesis, University of Ballarat, 2005. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/42893.
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There has been considerable debate over the construct validity of the Attention-Deficit / Hyperactivity Disorder (AD/HD) and Oppositional Defiant Disorder (ODD) symptoms in past research due to measurement error (e.g., source effects) associated with parent and teacher ratings of childhood behaviour. Recent multitrait-multisource (MT-MS) studies have attempted to account for measurement error by using multiple sources involving parents and teachers. These studies have identified low trait variance in the AD/HD and ODD dimensions, thereby raising questions about the validity of the AD/HD - inattention (IN), AD/HD - hyperactivity/impulsivity (H/I), and ODD constructs. However, as these studies examine ratings from different settings (i.e., home and school) it can be argued that the low trait variance in the AD/HD constructs may reflect cross-situational differences. The current research used confirmatory factor analysis (CFA) procedures to examine the internal and external validity of AD/HD and ODD symptoms based on ratings (i.e., mother and father) from individuals in the same setting...Doctor of Psychology (Clinical)
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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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Miller, Rachel Lynn. "Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/78086.
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Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996). There are a variety of approaches to treating ODD that differ in their focus on parents, children, or both parent and child (Greene & Ablon, 2005; Kazdin, 2005). These treatments also target different underlying processes of oppositional behaviors, such as parenting behaviors and children's emotion regulation. Research suggests that parent emotion socialization practices may indirectly influence externalizing behaviors, such as those present in ODD, through children's emotion regulation abilities (Eisenberg, Cumberland, & Spinrad, 1998). The present study examines this mediation model in children diagnosed with ODD (n = 100; 58 boys) who received either Parent Management Training or Creative & Proactive Solutions. Findings indicate that families receiving CPS exhibited higher decreases in ODD symptoms than those receiving PMT. There was no evidence for an indirect effect of emotion socialization on symptoms of ODD through emotion regulation. Regarding direct effects, increases in emotion encouraging, emotion discouraging, and emotion regulation were associated with decreases in ODD symptoms, whereas increases in problem solving were associated with increases in ODD symptoms. There were also pre-treatment indicators of children's treatment response, such as parent's problem solving, children's emotional lability, and ADHD symptoms. These results indicate the importance of both emotion socialization and emotion regulation in treatment improvement, as well as factors that may contribute to treatment response. Treatment implications and future research directions are discussed.Master of Science
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Yastrow, Nurit. "Fostering Appropriate Behavior: Issues, Challenges, and Strategies for Foster Families Raising Children with Oppositional Defiant Disorder." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208804603.
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Antonini, Tanya. "Hot and Cool Executive Functions in Children with ADHD and Comorbid Disruptive Behavior Disorders." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821379.
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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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Myers, Jimmy Kyle. "Understanding the influences of parenting a child with oppositional defiant disorder on the marital relationship a phenomenological Study /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Dahman, Deanne R. "Locus of control among conduct disorder and oppositional defiant students enrolled in an outpatient day treatment program." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dahmand.pdf.
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Booker, Jordan Ashton. "Is self-worth related to affective social competence with positive emotions in children diagnosed with Oppositional Defiant Disorder?" Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/77022.
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Self-worth is a global self-evaluation of one's value as a person (Harter & Whitsell, 2003). Self-worth in children may be influenced by affective social competence (ASC), which involves abilities to effectively express, identify, and manage emotions when interacting with others (Halberstadt, Denham, & Dunsmore, 2001). Children diagnosed with Oppositional Defiant Disorder (ODD) are likely to have poorer social competence (Burns et al., 2009). ODD is a commonly diagnosed, disruptive behavior disorder in children that involves symptoms of excessive argumentativeness, defiance, and anger (Loney & Lima, 2003; Pfiffner, McBurnett, Rathouz, & Judice, 2005). Children with ODD often report a lower sense of self-worth than non-diagnosed peers. Because experiencing positive emotions may be linked with emotional buffering from stressors and may bolster positive characteristics in individuals (Fredrickson, 2003), I studied components of ASC in regard to positive emotions in children with ODD. With 86 parent-child dyads, children's ability to recognize, encourage, and express emotions was studied alongside parents' reports of children's emotion regulation in relation to children's reports of perceived self-worth. Components of ASC were expected to be positively associated with children's perceptions of self-worth. However, results did not support these expectations. Discussion focuses on methods and future research.Master of Science
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Todd, Melissa Farino. "Perceptions of Family Functioning Between Children with Behavior Difficulties and their Primary Caregiver." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000171.
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Keogh, Melissa. "Internal and external validity of the DSM-IV attention-deficit/hyperactivity disorder and oppositional defiant disorder symptoms among Australian primary school children : a confirmatory factor analysis multitrait-multisource approach." Thesis, The Author [Mt. Helen, Vic.] :, 2002. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/42245.
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Morken, Leah. "Factors Influencing Success in Day Treatment Programs for Children Ages 5 to 10." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7704.
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Improving the success rates of children in mental health treatment is an important step to bettering lives. Day treatment programs are intermediate level treatment modalities that help children who are struggling with their mental health. Success rates differ for children in day treatment programs and several studies have been done evaluating various factors. This research addressed whether a child who had been exposed to trauma showed as much success in a program as a child that had not been exposed to trauma. Other variables were to determine if children have different levels of success based on their diagnosis. The study was quasi-experimental and used clinical documentation to assess the different factors and level of success. A Kruskal-Wallis rank sum test and the Pearson chi-squared test were run to determine if there was a difference in success rates for 85 children with different diagnoses. This study determined no significant difference between the success rate for children based on either the diagnosis of depression or oppositional defiant disorder. A one-way ANOVA was run to determine if there was a difference in success rates for children who had experienced trauma and those who had not. This study determined no significant difference between success rates for children who had experienced trauma and those who had not. This study offers day treatment programs additional information to ensure programming offered to children is equally successful for all children.
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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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Stratis, Elizabeth Ashley. "The Relationship Between Restricted and Repetitive Behaviors and Psychiatric Symptoms in Children and Adolescents with Autism Spectrum Disorders." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1351794364.
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Shay, Nicole Lynn Knutson John F. "The connection between maternal depression, parenting, and child externalizing disorders." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/433.
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Richerson, Lauren. "Child, family, and school predictors of outcome of a school-based intervention for children with disruptive behavior problems." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090939935.
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Silva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.
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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.
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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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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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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&rsquopersonality, 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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Phillips, Rebecca Jayne. "Preventing and predicting Oppositional Defiant Disorder." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24065.
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Systematic Literature Review: Background: Oppositional Defiant Disorder (ODD) is a relatively common childhood disorder that is associated with a number of adverse outcomes. It is often identifiable from a young age, with younger onset predicting more adverse outcomes. Preventative interventions have therefore been developed that aim to reduce the onset of ODD and its symptoms. A number of school-based preventative interventions have been implemented, but no review of their effectiveness has been conducted. Objectives: To conduct a systematic review of classroom based preventative interventions for oppositional defiant disorder. Method: Electronic databases in the psychological and educational fields were systematically searched for evidence of school-based preventative interventions. Results: Eight studies were identified that met the inclusion and exclusion criteria. These ranged from large universal based studies, to selected and indicated types of prevention. There were methodological flaws in a number of studies, particularly with regards to random assignment. Therefore, the conclusions drawn from these studies are tentative. Conclusions: There was some evidence for the effectiveness of school-based interventions for ODD. Further research is needed, with higher quality designs, to replicate and extend the findings to date. KEYWORDS: Oppositional Defiant Disorder; Prevention; School-based. Major Research Project: Background: Oppositional Defiant Disorder (ODD) describes a pattern of negative and disruptive behaviours in childhood that cause concurrent difficulties and are associated with later behaviour problems through to adulthood. A number of antecedents for ODD have been posited in the literature. This study explored how maternal depression, an internalising disorder, may be associated with ODD, an externalizing disorder, through its association with maternal anger. The relevance of mothers’ antisocial history was also explored. Methods: A community sample of 332 families were recruited to the Cardiff Child Development Study, a longitudinal design following families from pregnancy to age 7. Structural equation modeling was adopted to test a measurement model of maternal anger, then a series of hypotheses regarding the prediction of ODD when the children were 7 years of age were conducted. Maternal depression (past, antenatal and postnatal) and child ODD was measured using diagnostic clinical interview, and maternal anger through self- and partner-reported and experimenter-observation. Results: Perinatal depression showed no direct relationship with ODD in this demographically diverse sample, although mothers’ depression prior to pregnancy did. Maternal anger was related to ODD in families with social adversity (measured by low education, young parenthood, and unstable parental relationships). Mothers’ antisocial history was a unique predictor of ODD, above that of mothers’ prior depression. Conclusions: Mothers’ antisocial history is an important predictor of child ODD, and is also related to maternal anger. Maternal anger is related to child ODD in high adversity families. Recommendations for future research are provided. KEYWORDS: Oppositional Defiant Disorder; Maternal Depression; Maternal Antisocial History; Maternal Anger.
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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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Lehmann, Christina. "Oppositional defiant disorder in adolescents what school counselors need to know /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009lehmannc.pdf.
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Sengider-Lopez, Ponchita C. "Parents' Decision-Making Process About Treatment For Their Child's Oppositional Defiant Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4172.
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Oppositional defiant disorder (ODD) occurs in up to 16% of U.S. children and is characterized by defiant, disobedient, disruptive, and antisocial behavior toward adults or authority figures that persists for more than 6 months, which can be burdensome for parents. The purpose of this phenomenological study was to explore how parents of a child newly diagnosed with ODD select the treatment for their child. Social cognitive theory and decision theory provided the theoretical framework. A demographic questionnaire and semistructured interviews were used to collect data from 6 parents about their decision-making process. Data were analyzed using the 7-step procedure outlined by Moustakas. Results indicated parents' decisions about treatment were predicated by seeking information about different treatment options, seeking advice from professionals and other parents of children with a diagnosis of ODD, insurance coverage, and rapidity of response to treatment. Parents indicated that support from other parents of children diagnosed with ODD was an essential component of any decision they made about treatment. Findings may encourage parents of children with ODD to educate themselves and consult with others about treatment options. Practitioners may also use the findings to guide parents in making informed choices for their children. Knowledge, treatment, and education can properly advise parents of children diagnosed with ODD regarding appropriate treatment options.
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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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Smith, Melissa L. "A study of social skills training and oppositional defiant disorder with a kindergarten student." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2021.
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A single system research design was used to study the use of social skills training with a child displaying symptoms of oppositional behavior in home and at school. It was found that social skills training reduced oppositional behaviors defined as on-task and off task.
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Davis, Kathleen Marg. "Differential diagnosis of oppositional defiant and conduct disorder utilizing the Millon Adolescent Clinical Inventory." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370878.
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Studying disruptive behavior disorders in adolescents is critical; however, there is a paucity of literature on methods for differentially diagnosing the two main disruptive behavior disorders: Oppositional Defiant Disorder and Conduct Disorder. Conduct Disorder is defined as a persistent pattern of behavior where the basic rights of others or other major social norms are violated whereas Oppositional Defiant Disorder is usually diagnosed in childhood or adolescence, and is defined by a pattern of disobedient, hostile, or defiant behavior towards authority figures. Despite some similarities in presentation, the majority of research supports the notion that these two disorders are distinct. Finding accurate ways to differentiate these two disorders is important for discovering and implementing empirically validated treatments. The primary purpose of this study was to determine how the Millon Adolescent Clinical Inventory, a commonly used self-report scale, distinguished between adolescents presenting with either Oppositional Defiant or Conduct Disorder who had been admitted to a residential treatment facility. A secondary component of the current study examined gender differences in the two disorders.Multivariate Analysis of Variance was used to determine if the two diagnostic or gender groups were significantly different. If so, discriminant function analysis was employed to determine where the difference occurred. Although some scales approached significance, there were no statistical differences among adolescents with Conduct Disorder and Oppositional Defiant Disorder across any of the dependent variables. There were, however, gender and age differences found across several scales. Unfortunately, because there were no interactions with diagnosis on any scales, differences occurred equally among adolescents from either diagnostic group. This result raises questions as to whether the Millon Adolescent Clinical Inventory is a useful diagnostic instrument for disruptive behavior disorders. This instrument may be more useful to determine individual characteristics that would impact treatment than as an instrument for researchers studying empirically validated interventions for Conduct Disorder and Oppositional Defiant Disorder.Department of Educational Psychology
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Nielsen, Ida Kristine Meling. "The impact of temperamental dimensions on change in symptoms of oppositional defiant disorder from preschool to first grade." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-25250.
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Oppositional defiant disorder (ODD) is often present already at preschool age. Previous research has established the association between temperament and broad categories of behavioral disorders. However, no longitudinal research has studied the potential impact of temperament on changes in ODD symptoms in preschool and early school years. Two birth cohorts of 4-year olds living in the city of Trondheim, Norway, were screened for emotional and behavioral problems and a subsample oversampled for such problems was drawn to take part in the study; 82.1% consented. Parents of 1000 children were interviewed with the Preschool Age Psychiatric Assessment, and ratings of children's temperament were provided using the Child Behavior Questionnaire (CBQ). Children were reassessed after 2 years (N = 797). The temperamental dimensions Surgency (SU) and Negative Affectivity (NA) were positively correlated with initial level of ODD symptoms, and predicted an increase in symptoms from age 4 to 6. High Effortful Control (EC) was associated with little ODD symptoms at age 4, but did not predict change in such symptoms. However, in interaction with NA, EC was associated with lower initial levels of ODD symptoms and predicted a decrease in symptoms from age 4 to 6. More precisely, the protective effect of EC was very strong for children high on NA but lower for children low to moderate on NA. The findings suggest that NA and SU function as risk factors whereas EC protects against ODD in young children. NA serves as a moderator of EC, in that among children high in NA, EC had a large protective effect, whereas among children with lower levels of NA, EC did protect to a lesser degree against ODD symptoms. Results of this study have theoretical implications linking temperament to ODD in preschoolers, and clinical applications utilizing temperament assessment to identify children at risk, prevent development of ODD and match treatment modalities to the child’s specific temperamental strengths and weaknesses.
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Hommersen, Paul. "Separation Anxiety Disorder and Oppositional Defiant Disorder : perceived comorbidity between disorders resulting from ambiguous items and halo effects." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31331.
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Although theoretical arguments would suggest little comorbidity between Separation Anxiety Disorder (SAD) and Oppositional Defiant Disorder (ODD), epidemiological studies find otherwise. I examined whether ambiguous symptoms and negative halo effects contribute to this comorbidity. In Study 1, 72 mothers read scenarios of children displaying either SAD or ODD behaviors. The SAD scenarios included behaviors considered by judges to be pure exemplars of SAD, as well as behaviors considered to be ambiguous representations of the disorder. ODD scenarios also included both pure and ambiguous behaviors. After each scenario, mothers rated the child on the behaviors presented in the scenario, as well as behaviors of the alternate disorder, and somatic symptoms. Mothers endorsed the ambiguous behaviors presented in the scenarios significantly less than the pure behaviors; and rated the ambiguous behaviors of the non-presented disorder significantly more often than the pure behaviors of the non-presented disorder. This suggests that some comorbidity between SAD and ODD may be explained by the presence of ambiguous items representing the two disorders. For the SAD scenarios, mothers also endorsed non-presented somatic symptoms, suggesting a general negative halo bias in maternal ratings of anxious children. Study 2 used a clinical sample of parents (N = 201) and youth (N = 177) and examined whether using only nonambiguous, or pure, items from commonly used rating scales would decrease the degree of relatedness between SAD and ODD symptoms. Pure anxiety and oppositional scales were created from the Child Behavior Checklist (CBCL) and Youth Self-Report (YSR). In general, the relationship between these pure scales was compared to the relationship between the commonly used, empirically-derived and DSM-oriented scales assessing anxiety and oppositionality on the CBCL and YSR. The pure scales were significantly less related than the empirical or DSM-oriented scales. Thus, the relatedness of the disorders was decreased by assessing only pure exemplars. In sum, the results of these studies suggest that the comorbidity of SAD and ODD observed in epidemiological studies may be partially due to the inclusion of ambiguous items on commonly used rating scales. Implications for clinical assessment and theory are discussed.Arts, Faculty of
Psychology, Department of
Graduate
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Halldorsdottir, Thorhildur. "Comorbid Oppositional Defiant Disorder and Anxiety Disorders in Boys and Girls: Relations to Perceptual Bias." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/76947.
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The current study examined relations among perceptual bias, measured by comparing self performance ratings to those of an independent rater, and gender and comorbid Oppositional Defiant Disorder and Anxiety Disorder (ODD/AD) status in school-aged children with primary diagnoses of ODD. Specifically, perceptual bias of boys (N=61) and girls (N=39) with ODD with (N=43) and without comorbid AD (N=57) were examined after completing a problem solving activity with their parent(s). Measures of global functioning, executive functioning, and severity of the disorders were also examined. Based on previous findings, it was predicted that boys with ODD without AD would exhibit the greatest positive perceptual bias, followed by girls with ODD without AD, boys with ODD and AD, and, finally, girls with ODD and AD. No significant group differences emerged on the related dimensions of global functioning, executive functioning, or severity of behavioral problems. However, systematic differences in age, ADHD diagnosis, and intellectual ability were revealed among the groups, consequently they were controlled for in the final analyses. Overall, children in all groups displayed positive perceptual bias when compared to observer ratings. However, the main hypotheses were not supported. That is, children with ODD evaluated their performance higher than that of observers, independent of comorbid anxiety and gender, when controlling for the effects of age, ADHD, and intellectual ability. Implications and future directions in examining perceptual bias are discussed.Master of Science
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Heller, Randy. "Teacher Descriptions of Oppositional Defiant Disorder and Bully-Victim Behavior Among Middle School Male Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5561.
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While current psychological theory and research suggest conceptual associations between bullying and behavioral disorders, there is a gap in the literature examining such relationships. Although contemporary theories of aggression describe emotional, social, and cognitive risk factors that are common both, associations between bully-victim patterns and ODD have not been studied to date. This exploratory study addressed this gap by surveying 27 teachers to assess their reports of aggressive behaviors and socioemotional patterns of 58 male middle school students who were identified through school investigations as involved in bullying incidents. Between-group differences for students classified as bullies, victims, or bully-victims were examined for symptoms of behavioral disorders (including ODD) and types of aggression (proactive, reactive). Measures included the Bully Behavior questionnaire, SNAP-IV, and Teacher Rating Scale. Kruskal-Wallis analyses of between-group differences indicated that, in general, bullies and bully-victims scored higher than victims on measures of behavioral symptoms and aggression but did not differ from each other on any behavioral disorders or types of aggression. Findings may reflect difficulties with measurement instruments sensitive enough to identify differences between bully and bully-victim behaviors, and with limitations to teachers' observations of students' interpersonal behaviors. Further, current school investigations do not adequately recognize bully-victim patterns. However, this study's attention to possible unique risks of behavioral disorders in bully-victim behavior patterns can inform schools, families, and communities to consider these risk factors and in their efforts to offer more effective approaches for prevention and intervention.
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Raishevich, Cunningham Natoshia. "The relationship between anxiety and impairment in clinic-referred youth with ODD: The role of cumulative family risk." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77047.
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The co-occurrence of anxiety disorders (ADs) and disruptive behavior disorders affects a substantial proportion of children and may cause significant impairment in functioning. Approximately 40% of clinic-referred youth with oppositional defiant disorder (ODD) meet criteria for an AD (Greene et al., 2002). In spite of the frequent co-occurrence of these disorders, there is little research examining the presence of AD in clinic-referred samples of youth with ODD. Thus, the purpose of the current study was to 1) examine the phenomenology of clinic-referred youth with ODD/AD as compared to youth with ODD alone, and 2) explore the role of cumulative family risk (CFR) in predicting level of impairment in youth with comorbid ODD/AD as compared to youth with ODD alone. There was mixed support for distinct clinical profiles among youth with ODD/AD as compared to youth with ODD alone: youth with ODD/AD had higher levels of anxiety, internalizing symptoms, and parent psychopathology whereas youth with ODD alone had higher levels of conduct problems, hyperactivity, and attention difficulties. However, there was little support for the role of CFR in predicting impairment in youth with ODD/AD. Future research should enlist a multi-informant, multi-contextual approach in examining the role of CFR in predicting impairment levels for youth with comorbid ODD/AD.Ph. D.
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Anderson, Scott Robert. "Diagnosing Oppositional Defiant Disorder (ODD) Using the Anxiety Disorders Interview Schedule for DSM–IV: Parent Version (ADIS–P)." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/36132.
Full textAbstract:
The purpose of this study was to determine whether the Anxiety Disorders Interview Schedule for DSMâ IV: Parent Version (ADISâ P) is a valid diagnostic tool in assessing Oppositional Defiant Disorder (ODD) in youth. Although there is considerable evidence that the ADISâ P is effective when diagnosing anxiety disorders in youth, no studies have yet examined its utility in assessing ODD, even though the ADISâ P contains an ODD module. In contrast, a number of studies support the Diagnostic Interview Schedule for Childrenâ Version IV (DISCâ IV) as a reliable and valid tool for assessing ODD. The two diagnostic interviews have not been compared to determine whether the ADISâ P might be equally valid to the DISCâ IV in diagnosing ODD. In this study, the ADISâ P and DISCâ IV ODD modules were administered in a counterbalanced order to the parents of a clinical sample of 53 children between 8 and 13 years of age referred for the treatment of ODD. It was hypothesized that the ODD module of the ADISâ P would be reliable, as evidenced by inter-rater correspondence, and valid as determined by its concurrent validity with the DISCâ IV and its relations with the Behavior Assessment System for Children (BASC) Aggression and Conduct Problems scales as well as the Disruptive Behavior Disorders rating scale (DBD). Both of these latter instruments were completed by parents and teachers of the referred youth. Results suggest that the ADISâ P provides a valid assessment of ODD, giving clinicians and researchers another empirically-supported interview to use when assessing childrenâ s disruptive behaviors.Master of Science
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Malloy, Julie Denise. "Cost-Effectiveness of Treating Oppositional Defiant Disorder: A Comparison by Treatment Modality and Mental Health Provider Type." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4201.
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This study examined the treatment outcomes for Oppositional Defiant Disorder by provider license type and therapy modality. Administrative data from Cigna Insurance Company for 9,904 ODD cases were analyzed to determine the cost, number of sessions, dropout rates, and recidivism rates for treatment of ODD. Descriptive statistics indicate that the mean cost of treatment for ODD across all professions is $389.83. Analyses revealed significant differences in total cost by profession, as well as cost per session for different license types with counselors providing therapy for the lowest average total cost, followed by MFTs, MSWs, Psychologists and then MDs. Chi square analyses revealed that in the treatment of Oppositional Defiant Disorder, MFTs have the lowest drop-out rate, followed by MSWs, then Counselors and Psychologists together, with MDs having the highest proportion of client drop-out. Results on re-admission rates rank MFTs with the lowest proportion of clients returning to care, followed by MDs, Counselors, MSWs, with Psychologists having the highest re-admission rate. When comparing outcomes by therapy modality, results of ANOVA tests indicate that family therapy is most cost-effective followed by individual, then mixed therapy modalities. Family therapy also had significantly fewer sessions than the other modalities.
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Hogan, Madeline Alicia. "The persistence of oppositional defiant disorder and the risk for alcohol use problems in a community sample of adolescent female twin /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422931.
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Lanza, Haydee Isabella. "Co-occurring Oppositional Defiant and Depressive Symptoms: Emotion Dysregulation as an Underlying Process and Developmental Patterns across Middle Childhood." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/73390.
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PsychologyPh.D.
Although there has been a recent surge in research examining comorbidity between externalizing and internalizing disorders in childhood, relatively less work has examined relations between specific externalizing conditions (i.e., oppositional defiant disorder (ODD) symptoms) and their co-occurrence with specific internalizing conditions (i.e., depressive symptoms). Furthermore, little empirical work has evaluated potential underlying processes, such as emotion dysregulation, which may explain relations between co-occurring ODD and depressive symptoms. There is also a paucity of research examining developmental patterns of co-occurring ODD and depressive symptoms. In the present study, I used latent class and latent transition analyses to (a) identify groups of children based on ODD and depressive symptom levels, (b) determine whether emotion dysregulation predicted co-occurring ODD and depressive symptoms, and (c) examine developmental patterns of change and continuity in groups across middle childhood within a community-based sample. Children were characterized by three latent classes based on ODD and depressive symptom severity: a group with very low levels of ODD or depressive symptoms, an ODD-only group with low levels of symptoms, and a co-occurring ODD and depressive symptom group with moderate levels of ODD and low levels of depressive symptoms. Furthermore, emotion dysregulation predicted to the class with moderate levels of ODD and low levels of depressive symptoms, although prediction from emotion dysregulation to class membership depended on the methodology used to index emotion dysregulation. Results of the LTA analyses suggested that symptom severity was relatively stable across middle childhood, with little evidence of changes in developmental patterns of ODD and depressive symptoms. Overall, the results of this study provide an important foundation for more sophisticated empirical inquiry regarding co-occurring ODD and depressive symptoms in childhood and potential processes that may explain their onset and development.
Temple University--Theses
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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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Small, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.
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The aim of study one was to investigate the effectiveness of interpersonal problem solving (IPS-AM) skills training to parent-child dyads compared to parent group intervention. Four boys, aged 7 to 9 years, who met diagnostic criteria for Oppositional Defiant Disorder, participated in the study with their mothers. A multiple baseline across participants, single case experimental design was implemented. Both interventions resulted in improvements in the children’s prosocial reasoning and reduced antisocial reasoning but with some floor effects. Independent naturalistic observation in the home recorded no changes in the noncompliance to parental instruction and verbal aggression of the children. In addition, no change was found for negative parental verbalisation toward the child and very low levels of positive verbalisation and praise between parents and children were observed. In addition, poor parental compliance to program requirements was also found. Study two’s aim was to focus the parent-child interaction onto a specific area of conflict and examine the effectiveness of parent-child training using behaviour task analysis. There was a reduction in the task demand and the number of intervention sessions provided. A multiple baseline across participants, single case experimental design was implemented with three, 7 to 8year-old boys and their mothers. Independent observers recorded no change in child and parent behaviour from baseline during intervention. However, at follow-up improvements in non-compliance and verbal aggression in the children and verbal aggression in parents were found. Improvements in children’s prosocial reasoning, antisocial reasoning and parent report of the internalizing and externalizing behaviour scores as measured by the Child Behavior Checklist were found at post-intervention. At follow-up parent report was more consistent with in-home observation. It was concluded that reducing the number of intervention sessions and the task demand improved attendance and program compliance. The paradoxical finding was of worsening behaviour in some children and parents during intervention yet improvement on follow-up. Implications for future research and clinical practice were explored.
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Zastrow, Brittany L. "Temperament and Personality Traits as Predictors of Preschool ODD Symptoms, Longitudinal Course, and Impairment." UKnowledge, 2014. http://uknowledge.uky.edu/psychology_etds/47.
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Oppositional Defiant Disorder (ODD) is commonly conceptualized as a disorder of negative affect and low effortful control. Currently, it is unclear whether temperament and personality traits associated with negative affect and effortful control can be useful assessment tools for identifying ODD early during development. This study examined the relationship between temperament and personality traits and ODD in a clinical sample of preschoolers. Results suggest that, at this age, temperament and personality traits of negative affect and neuroticism and effortful control and conscientiousness/agreeableness are not associated with one another. High negative affect, low conscientiousness, and low agreeableness were all specifically associated with the angry/irritable (vs. argumentative/defiant, vindictive) ODD symptom domain; however, the traits did not predict change in symptoms over time. Lastly, low conscientiousness predicted ODD-related impairment, while negative affect and agreeableness interacted to predict impairment such low agreeableness appears to be a primary pathway to impairment, and high negative affect appears to be a secondary pathway. Overall, this study suggests high negative affect, low conscientiousness, and low agreeableness are associated with ODD. Early assessment of these traits may be clinically useful in identifying children at risk for ODD, given that they may be early markers for ODD symptoms and impairment.
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Hanly, James. "The genetic architecture of reactive and proactive aggression: relations to disruptive behaviour problems through development." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1913.
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Over the past two decades there has been increasing interest in the distinction between reactive (RA) and proactive aggression (PA; Card & Little, 2006; Polman, Orobio de Castro, Koops, van Boxtel & Merk, 2007). RA describes aggression that is defensive, impulsive and affect-laden, while PA comprises instrumental, calculated and typically unemotional aggressive behaviours (Vitaro, Brendgen & Tremblay, 2002). There is growing consensus that developmental models of RA and PA may help clarify risk pathways associated with the three disruptive behaviour disorders (DBD), attention-deficit hyperactivity disorder, oppositional defiant disorder and conduct disorder (Kempes, Matthys, de Vries & van Engeland, 2005; Raine et al., 2006; Waschbusch, Willoughby & Pelham, 1998). However, some confusion remains regarding etiological influences responsible for the differential shaping of aggression subtypes (Baker, Raine, Liu & Jacobson, 2008).Contributing the first elucidation of developmental relations between aggression subtypes and DBDs, caregiver ratings were ascertained from a large community sample of families of twins (aged 6-18 years) using the Australian Twin Behaviour Rating Scales (ATBRS, n=2082), and at 9-month follow-up via an online electronic version of the ATBRS (n=511). These data were partitioned according to two age cohorts (6-10 years, and 10-18 years) and subsequently submitted to a series of univariate and multivariate cross-sectional and longitudinal analyses.Consistent with previous research (e.g., Baker et al., 2008), cross-sectional models indicated strong influence of genes on both RA and PA—with genes showing greater effects on PA compared to RA, particularly in the older cohort. Multivariate longitudinal analyses revealed a substantial differential role for genes in the continuity of aggression subtypes over time for both RA and PA in the younger cohort, and for PA in the older cohort. At odds with etiological models that posit differential psychosocial factors underpinning RA and PA (Crick & Dodge, 1996; Dodge, 1991), no evidence was found for shared environmental effects on persistence in RA over time. Conversely, shared environmental effects explained a significant portion of covariance in childhood PA across time points. However, contrary to predictions derived from psychosocial explanations (e.g., Dodge, 1991), these shared environmental influences were mediated through a general risk for (undifferentiated) overt physical aggression.Data provide preliminary, albeit modest, evidence for a recent sequential model of RA and PA (i.e., Vitaro & Brendgen, 2005) which implicates RA as an early developmental precursor to PA. This model reformulates the role of social learning mechanisms invoked by seminal psychosocial formulations (i.e., Dodge, 1991). Specifically, the sequential hypothesis postulates that early RA which is reinforced in childhood, may increasingly come to be used operantly (i.e., instrumentally). In this way, RA is effectively converted to PA-type aggression. As predicted by this model, current data revealed the longitudinal relationship from RA to PA was predominantly explained by shared environmental influences (over and above a general risk for overt aggression) in the younger cohort. By contrast, the pathway from RA to PA in the older cohort was explained mainly by the influence of genes. These data provide some support for the suggestion that putative social learning mechanisms impact on the sequential pathway in childhood but not adolescence.The expected high levels of phenotypic overlap between aggression subtypes and DBDs were consistently explained by genes and nonshared environmental influences with the former accounting for the majority of covariance in most bivariate models. Age cohort differences in multivariate models of aggression subtypes and DBDs were in line with the smorgasbord hypothesis suggesting the effects of genes generally increase, while the effects of shared environment generally decrease, as a function of age. This pattern was most consistent and pervasive in RA-related models. Notable exceptions to this pattern occurred in bivariate models involving PA on the one hand, and hyperactivity or CD on the other—with these models showing greater influence of shared environment in the older versus younger age cohort. Additionally, the current research indicates a trend towards greater segregation of genetic effects across aggression subtypes and DBDs as a function of age, while conversely, shared environmental effects were more likely to simultaneously affect multiple syndromes in the older versus younger cohort.In regards to clinically specified risk pathways, relevant longitudinal analyses suggested that impulsivity confers only limited risk for future RA, while partial support was obtained for recent suggestions that both hyperactivity and PA are important cofactors in risk pathways associated with ODD and CD. Overall, the data that include DBDs broadly support RA and hyperactivity as key early markers of long-term risk.The online component of the study also included two neuropsychological tasks adapted for the internet and completed by 310 twin siblings. Representing an attempt to integrate multiple explanatory frameworks, this latter study evaluated differerential putative neuro-biogenic mechanisms underpinning RA and PA. Results from this study were inconclusive and issues pertaining to the delivery of neuropsychological tasks online are considered. In contrast to results from the adapted neuropsychological tasks, the online electronic ATBRS yielded higher data integrity and higher scale reliabilities than its original paper-and-pencil counterpart.All results are discussed and implications for future research and clinical practice relating to childhood and adolescent aggression are considered. Finally, limitations of the current research project are examined.
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Vitacco, Michael J. "Adolescent Psychopathy in an Adjudicated Male Population: The Role of Sensation Seeking, Impulsivity, and Externalizing Disorders." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3198/.
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Psychopathy, as conceptualized by Cleckley (1941), describes a constellation of psychological and behavioral correlates including superficial charm, untruthfulness, lack of remorse or shame, poor judgment, and failure to learn from experience. Based on Cleckley's initial work, Hare (1991) developed a two-factor model of psychopathy. The purpose of this study was to investigate the roles that sensation seeking, impulsivity, ADHD, conduct disorder, and oppositional defiant disorder have on adolescents classified as psychopaths. The participants consisted of 79 adjudicated male adolescents in a maximum-security facility. As hypothesized, adolescent male psychopaths had higher levels of sensation seeking, impulsivity, conduct disorder and oppositional defiant disorder. A discriminant function analysis found that sensation seeking, impulsivity, ADHD, Conduct Disorder, and Oppositional Defiant Disorder was moderately useful in classifying adolescent psychopathy. The results suggest that behavioral dysregulation is an important aspect of adolescent psychopathy. The relationship of these data to theories of adolescent psychopathy is discussed.
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Vitola, Eduardo Schneider. "Transtornos externalizantes em adultos com TDAH." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/30924.
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Objetivos: O transtorno de déficit de atenção/hiperatividade (TDAH), o transtorno de conduta (TC) e o transtorno opositor desafiante (TOD) frequentemente ocorrem juntos na infância. No entanto, a existência e importância destes transtornos na vida adulta ainda é motivo de discussão. Este estudo tem como objetivo avaliar a extensão do impacto da história de TOD e TC na saúde mental global de indivíduos com TDAH persistente. Visa também avaliar a relação desses achados com o modelo de desinibição comportamental, considerando os perfis de desenvolvimento neurológico, personalidade e comorbidades. Métodos: Os pacientes foram selecionados consecutivamente a partir de uma amostra de conveniência no ambulatório de pesquisa do TDAH em adultos do Hospital de Clínicas de Porto Alegre (n=458). O grupo controle foi composto de voluntários doadores de sangue no Hemocentro do mesmo hospital (n=121). Os diagnósticos foram realizados com base nos critérios do DSM-IV, sendo os sujeitos avaliados para o TDAH e o TOD através do K-SADS-E; para o TC e o transtorno de personalidade anti-social através do MINI; e através do SCID para as demais comorbidades. A gravidade do TDAH foi avaliada utilizando o SNAP, e a personalidade avaliada com o TCI (Cloninger). Na análise foram comparados os pacientes com TDAH e os controles. No caso das variáveis com diferenças significativas, comparamos três grupos: TDAH sem história de TC ou de TOD (n=178); TDAH com história de TOD (sem TC) (n=184) e TDAH com história de TC (com ou sem TOD) (n=96). Resultados: Pacientes com TDAH apresentaram um perfil mais grave na comparação com os controles em diversas variáveis, incluindo todas as comorbidades. Internamente ao grupo com TDAH, uma história positiva de TC (e, em grau menor, de TOD) associou-se a maior gravidade e a um perfil mais externalizador. Conclusão: Uma história positiva de TOD e TC na infância ou adolescência associa-se a um impacto negativo na saúde mental de sujeitos com TDAH persistente, reforçando o valor preditivo destes transtornos para a saúde mental do adulto. Estes achados sugerem uma ligação entre déficits do desenvolvimento, características de personalidade, e desdobramentos de psicopatologias, que é consistente com o conceito de cascada de desinibição comportamental.Objective: Attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) are frequently co-occurring disorders in children and adolescents. However, their clinical status among adults is disputed. This study analyzes how the clinical presentation of persistent ADHD might be influenced by a childhood or adolescence history of CD and ODD, and how these findings fit in the behavioral disinhibition framework. Methods: Patients were ascertained in an ADHD outpatient clinic. Diagnoses were based on the DSM-IV criteria and all subjects were evaluated using the KSADS- E for ADHD and ODD, MINI for CD/ASPD, SCID-I for other comorbidities, SNAP-IV for ADHD severity and Cloninger’s Temperament and Character Inventory (TCI) for personality. We compared patients with ADHD (n= 458) with controls (n=121). For those variables with significant differences, we compared three groups of patients: ADHD without history of CD or ODD (n=178); ADHD + history of ODD (without CD) (n=184) and ADHD + history of CD (with or without ODD) (n=96). Results: Patients with ADHD presented a worse profile than controls in several variables, including a higher frequency of all comorbidities. Within the ADHD group, a history of CD (and to a lower extent ODD) is associated with a more severe and externalizing profile. Conclusion: A history of CD and ODD entail a significant negative mental health impact on persistent ADHD, reinforcing the predictive validity of these entities in adulthood mental health. These findings suggest a link among neurodevelopmental deficits, personality characteristics, and unfolding of psychopathology consistent with the behavioral disinhibition cascade.
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Martín, Romera Virginia. "Comorbilidad del trastorno negativista desafiante y los trastornos de ansiedad en preescolares." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394068.
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El trastorno negativista desafiante (TND) es una condición clínica de aparición precoz durante la primera infancia, que tiende a persistir a lo largo de la niñez y la adolescencia. Su diagnóstico se basa en la identificación clínica de un patrón recurrente de conductas de enfrentamiento, hostilidad y oposición a las normas del contexto. Es frecuente que durante el curso del TND se presenten otras comorbilidades, en especial por comportamientos disruptivos y/o de tipo disocial, y también, aunque con menos frecuencia, trastornos de ansiedad (TA).
Existen sin embargo pocos trabajos empíricos que estimen la frecuencia de la presencia concurrente del TND y los TA (TND+TA) durante la etapa preescolar, de los potenciales factores de riesgo de esta comorbilidad a edades tempranas y del rol que ejercen las funciones ejecutivas. Esta tesis doctoral se presenta como un compendio de artículos que incluye tres trabajos empíricos, cuyos objetivos principales son:
1) Estimar la frecuencia de la presencia comórbida del TND+TA en niños preescolares de la población general española, de forma transversal y longitudinal entre los 3 y los 5 años, y valorar en qué grado esta condición clínica influye sobre el grado de funcionamiento cotidiano de los niños.
2) Explorar los principales factores de riesgo que conducen a presentar TND+TA de forma conjunta durante la edad preescolar en población general española.
3) Analizar la alteración en las funciones ejecutivas en preescolares con comorbilidad TND+TA.
Como objetivo secundario, en esta tesis se valora el potencial rol moderador del sexo de los niños en las relaciones objeto de estudio. En los trabajos empíricos 1 a 3 se incluyen interacciones para valorar este posible efecto.
Los estudios se han realizado con una amplia muestra de niños (n=622) que fueron evaluados longitudinalmente durante toda la etapa preescolar mediante cuestionario y entrevista diagnóstica estructurada. Se analizó información aportada por los principales cuidadores, los maestros y el propio sujeto.
Los resultados obtenidos en los tres trabajos empíricos que se presentan en esta tesis aportan evidencia empírica sobre la relevancia de la asociación entre TND+TA en la etapa preescolar, de sus variables predictoras (factores de riesgo) y del grado en que esta comorbilidad afecta a la vida de los niños y de sus familias. Esta información resulta de notable ayuda para mejorar la detección precoz de esta condición comórbida, para el desarrollo de instrumentos de cribado y diagnóstico y para desarrollar programas de intervención preventiva y terapéutica adecuados.Oppositional defiant disorder (ODD) is a clinical condition of early onset during early childhood, which tends to persist throughout childhood and adolescence. ODD diagnosis is based on clinical identification of a recurring pattern of confrontation, hostility and opposition behavior to the contextual rules. It is common during the ODD course the presence of other comorbidities, especially disruptive disorders and/or conduct disorder, and also, though less frequently, anxiety disorders (AD). However, there are few empirical studies to estimate the frequency of ODD and AD (ODD+AD) comorbidity during the preschool stage, the potential risk factors for this comorbidity at an early age and the role of executive functions. This thesis dissertation includes three manuscripts with three empirical works, which main objectives are: 1) To estimate the frequency of the concurrent comorbidity ODD+AD in preschoolers of the Spanish general population, cross-sectional and longitudinally at ages 3 and 5 years old, and to assess how this clinical condition affects everyday life. 2) To explore the main risk factors to develop ODD+AD comorbidity during preschool age in the general Spanish population. 3) To analyze the impairment in executive functioning in preschool children diagnosed of comorbidity ODD+AD. As a secondary objective, this thesis addresses the potential moderator role of children’s sex into the analyzed relationships. So the works 1 to 3 include interaction terms-parameters to assess this possible effect. The studies include a large sample of children (n=622) who were longitudinally assessed during the preschool age through questionnaire and diagnostic interview. Reports obtained from primary caretakers, teachers and the own subjects were analyzed. The results obtained in the three empirical works presented in this thesis provide empirical evidence about the relevance of the association between ODD+AD during the preschool stage, its main predictor variables (risk factors) and the extent to which this comorbidity affects life children and their families. This information is of considerable help to improve early detection of this comorbid condition, to develop screening and diagnostic instruments and to develop specific and valid preventive and therapeutic intervention programs.
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Rade, Damjanović. "Komorbiditet u okviru grupe poremećaja sa nasilničkim ponašanjem: jedan ili više poremećaja." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=106735&source=NDLTD&language=en.
Full textAbstract:
Za poremećaje iz grupe koja je u DSM-IV označena pod nazivom Deficit pažnje i poremećaji sa nasilničkim ponašanjem, a to su Deficit pažnje/Hiperaktivni poremećaj (ADHD), Poremećaj u vidu protivljenja i prkosa (ODD) i Poremećaj ponašanja (CD), može se reći da kao jedno od svojih osnovnih obeležja imaju i međusobni komorbiditet. I istraživačka praksa i iskustva kliničara ukazuju na to da je za ova tri poremećaja karakteristična tendencija da se javljaju mnogo češće u kombinaciji, nego kao zasebni psihopatološki entiteti.Imajući u vidu čest komorbiditet, a uzimajući u obzir i činjenicu da među autoritetima na području bavljenja problematikom vezanom za poremećaje iz ove grupe ne postoji saglasnost po pitanju međusobnog odnosa ova tri poremećaja (ni u poslednjim izdanjima DSM i ICD klasifikacionih sistema ovi poremećaji ne tretiraju se na isti način), ovim istraživanjem nastojalo se utvrditi u kojoj meri su ADHD, ODD i CD zaista tri jedinstvena i nezavisna složaja ponašanja, ili se pre mogu tretirati kao jedan opštiji psihopatološki fenomen.Na uzorku od 1471 deteta dve uzrasne kategorije, a prosečnog uzrasta od 9 godina i 4 meseca, primenjene su skale procene prisustva ponašanja karakterističnih za ADHD, Poremećaj u vidu protivljenja i prkosa i Poremećaj ponašanja. Skale su popunjavali učitelji dece. Od instrumenata je korišćena i skraćena forma treće revizije Konersove skale koju su popunjavali i učitelji, ali i deca iz starije grupe (sve tri skale korišćene u istraživanju visoke su kriterijumske validnosti). Na osnovu pravila za skorovanje, izdvojena je grupa od 373 dece koja manifestuju bihevioralne indikatore nekog od tri navedena psihopatološka fenomena ili više njih istovremeno. Na osnovu analize međusobnih preklapanja ispitivanih entiteta, može se zaključiti da je deficit pažnje, posmatran kao zasebna dimenzija, najmanje komorbidan od svih ispitivanih fenomena. Hiperaktivnost, posmatrana samostalno ili u kombinaciji sa deficitom pažnje, mnogo više je povezana sa ostalim problemima, nego što je to deficit pažnje. Poremećaj ponašanja i Poremećaj u vidu protivljenja i prkosa gotovo su uvek povezani, ili međusobno ili sa kombinovanim ADHD podtipom, odnosno sa izdvojenom dimenzijom hiperaktivnosti.Rezultati konfirmatorne faktorske analize pokazali su da je model sa najboljim indeksima podesnosti bifaktorski model sa 4 faktora (deficit pažnje, hiperaktivnost, prkosno i suprotstavljajuće ponašanje i problemi u ponašanju), što bi značilo da četiri izdvojena faktora predstavljaju fenomene koje karakterišu ponašanja specifična za svaki od njih posebno, ali su ta ponašanja istovremeno i zajednički indikatori jednog generalnog faktora. Hiperaktivnost je u najvećoj meri zajednički fenomen sva tri poremećaja koja su predmet proučavanja u ovom radu, dok je nepažnja u najmanjoj meri zajednička svim poremećajima. U daljem toku statističke obrade podataka, primenjena je analiza latentnih profila. Rezultati ove analize saglasni su sa rezultatima dobijenim na osnovu analize komorbidnih stanja, kao i sa rezultatima konfirmatorne faktorske analize. Deficit pažnje, hiperaktivnost, prkosno i suprotstavljajuće ponašanje i problemi u ponašanju predstavljaju bihevioralne dimenzije koje su često povezane, pri čemu je komorbiditet svih navedenih problema zajedno posebno čest, kao i kombinacija hiperaktivnosti i deficita pažnje. Na osnovu svih sprovedenih analiza nameće se zaključak da ADHD, ODD i Poremećaj ponašanja pre predstavljaju različite dimenzije jednog generalnog psihopatološkog fenomena, nego što ih možemo posmatrati kao entitete potpuno nezavisne jedan od drugog.Suprotno postavljenoj hipotezi, uzrast se nije pokazao kao značajan faktor za manifestovanje ponašanja koja su tipična za Poremećaj u vidu protivljenja i prkosa i Poremećaj ponašanja. Potvrđena je pretpostavka o tome da deficit pažnje tokom vremena perzistira kod dece i ispoljava se u istoj meri, ali ne i pretpostavka o tome da dolazi do redukcije motornog nemira kako dete biva starije. Deca sa ponašanjima koja karakterišu svaki od tri poremećaja imaju značajno slabije školsko postignuće u odnosu na kontrolnu grupu dece, pri čemu je saznanje o školskom uspehu deteta značajnije povezano sa učiteljskom procenom ponašanja dece nego sa samoprocenom samih učenika. Gradska sredina pokazala se kao značajan faktor za manifestovanje ponašanja karakterističnih samo za kombinovani ADHD podtip. Kao varijabla od značaja za ispoljavanje problematičnih ponašanja, pokazao se obrazovni nivo roditelja, i oca i majke. Što su roditelji višeg obrazovnog nivoa, deca u manjoj meri manifestuju ponašanja koja su tipična za neki od tri poremećaja.Rezultati dobijeni ovim istraživanjem jasno ukazuju na neophodnost posmatranja tri poremećaja iz grupe Deficit pažnje i poremećaji sa nasilničkim ponašanjem kroz drugačiju prizmu, a ne samo uzimajući u obzir kategorijalni pristup. U daljim istraživanjima problematike deficita pažnje i poremećaja sa nasilničkim ponašanjem u našoj sredini, bilo bi poželjno uzorkom obuhvatiti decu iz više od dve uzrasne kategorije, kao i decu iz velikih gradova, a svakako da bi uključivanje kliničkog uzorka dece u značajnoj meri doprinelo daljem rasvetljavanju međusobnog odnosa ADHD-a, Poremećaja u vidu protivljenja i prkosa i Poremećaja ponašanja.One of the main features for the DSM-IV Attention Deficit and Disruptive Behavior Disorders (Attention Deficit/Hyperactivity Disorder, Conduct Disorder and Oppositional Defiant Disorder) is their mutual comorbidity. Both research and clinical practice showed that ADHD, ODD and CD typically occur in combination and that noncomorbid ODD, ADHD or CD are fairly rare. The overlap between those diagnosis is very well established. Regarding the frequent comorbidity, together with the fact that there is no consensus among authorities in the field (the specific criteria for diagnosing ADHD, ODD or CD vary between the guidelines adopted in the United States – DSM, and those used in Europe and in other international communities - ICD), one of the aims of this study was to determine whether ADHD, ODD and CD are really three unique and independent behavioral psychopathological entities, or those three can be treated as one more general psychopathological phenomenon.The research was conducted on a convenience sample of N=1471 children (N=760 boys), with an average age of 9 years and 4 months. The presence of characteristics of ADHD, Oppositional Defiant Disorder and Conduct Disorder was measured with three scales – IVJER, CDRS-IV and ODDRS. These scales have been administrated to teachers. Third revision of the Conners Rating Scale (CRS) was also used in this study – both teacher report short form and self-report short form. Based on the rules for scoring the rating scales used in this research, a group of 373 children, who exhibit behavioral indicators of one of the three psychopathological phenomena listed above or several of them simultaneously are identified. On the basis of an analysis of the mutual overlapping of the examined entities, it can be concluded that the attention deficit, observed as a separate dimension, is the least comorbid of all the investigated phenomena. Hyperactivity, observed alone or in combination with attention deficit, is much more associate with other problems than attention deficit alone. Conduct Disorder and Oppositional Defiant Disorder are almost always in correlation, either with each other or with a combined ADHD subtype, or with a separate dimension of hyperactivity.The results of the Confirmatory Factor Analysis (CFA) showed that the model with the best goodness-of-fit indices is the bifactor model with 4 factors (attention deficit, hyperactivity, defiant and oppositional behaviors and behavioral problems), which means that four separate factors represent phenomena which are characterized by behaviors specific to each of the factors, but, at the same time, these behaviors are the common indicators of the general factor. Hyperactivity is largely a common characteristic of all three disorders from the group, while attention deficit is at least common to all disorders. The results of the Latent Class Analysis (LCA) are consistent with the results obtained from the analysis of the mutual overlapping of the examined entities, as well as with the CFA results. Attention deficit, hyperactivity, defiant and oppositional behaviors and severe conduct problems are behavioral dimensions which are often in correlation, with the comorbidity of all these problems together being particularly common, along with the combination of hyperactivity and attention deficit. The research findings showed that ADHD, ODD and Conduct Disorder are more likeley to represent the different dimensions of a general psychopathological phenomenon, than being the entities completely independent of each other.In contrast to the hypothesis, age did not prove to be a significant factor in the manifestation of behavior that is typical of Oppositional Defiant Disorder and Conduct Disorder. It is confirmed that attention deficit persists over time in children and is demonstrated to the same extent, but it is not confirmed that there is a reduction in hyperactivity as the child gets older. Children with behaviors that characterize each of the three disorders have significantly lower school achievement than the control group of children, whereby the knowledge about the child’s school achievement is significantly more associate with the teacher's assessment of the child’s behavior rather than with the self-evaluation of the students themselves. The urban environment proved to be a significant factor in the manifestation of behavior typical only of the combined ADHD subtype. As a variable of significance for the manifestation of problematic behaviors, the educational level of parents has been demonstrated. It is less likely for children to manifest behaviors that are typical of one of the three disorders, if the parents’ educational level is higher.The research findings clearly point to the necessity of observing three disorders from the group Attention Deficit and Disruptive Behavior Disorders through a different prism, not just taking into account the categorical approach. The further research in the field of problem behaviors in our community, should include children from more than two age categories, as well as children from large cities. Clinical samples of children will significantly contribute to further clarification of the relation between ADHD, ODD and Conduct Disorder.
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Cheney, Jeffrey Ward. "Young children's stories of love, fear and violence at home a qualitative analysis of the narrative representations of maltreated preschool boys diagnosed with disruptive behavior, regulatory dysfunction, oppositional defiant, conduct and anxiety disorders /." [Ames, Iowa : Iowa State University], 2007.
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Antúnez, Sanhueza Zayra. "Relación recíproca entre la psicopatología de los padres y el trastorno negativista desafiante de los hijos." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457743.
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El trastorno negativista desafiante (TND) es un trastorno del comportamiento caracterizado por conductas hostiles, desafiantes y oposicionistas hacia figuras de autoridad. Los niños con TND presentan patrones temperamentales con ciertas características particulares. Además, el estilo temperamental del niño puede verse influido o acrecentado por la salud mental y el comportamiento de los padres. Los antecedentes teóricos y empíricos corroboran que los problemas de salud mental de los padres influyen en los problemas de salud mental de los hijos y viceversa, existiendo relaciones reciprocas y mutua interdependencia entre ambos. Esta tesis se presenta como un compendio de dos trabajos empíricos originales cuyo objetivo fue evaluar la relación recíproca entre la psicopatología de padres y madres, y el TND de los hijos, y la influencia de variables moderadoras que actúan en esta relación, en una cohorte de niños españoles entre 3 y 8 años, de forma transversal y longitudinal. Las evaluaciones a los niños de ambos estudios se realizaron a través de cuestionarios y una entrevista semi-estructurada de diagnóstico respondida por los padres. Los padres también respondieron a un cuestionario sobre su propia psicopatología. La muestra del primer estudio incluyó a 550 niños evaluados a los 3, 4 y 5 años. Los resultados indicaron que el afecto negativo y el control autorregulado están asociados con niveles más altos de TND en niños en edad preescolar. A la edad de 5 años, los niveles más altos de depresión y ansiedad paterna aumentaron el efecto del control autorregulado sobre el TND. Los altos niveles de afecto negativo y bajos niveles de control autorregulado a los 3 años fueron predictores estadísticos de los niveles de TND a los 5 años, y esta relación también fue moderada por la depresión y la ansiedad paterna. El segundo estudio incluyó una muestra de 331 niños evaluados a los 3 y 8 años. Se encontró que a los 3 años de edad, los niveles más altos de síntomas de TND se asociaron con los síntomas de ansiedad/depresión y comportamiento agresivo parental. Longitudinalmente, los niños con madres con síntomas de ansiedad y depresión a los 3 años tenían mayores síntomas de TND a los 8 años. Asimismo, niveles más altos de síntomas de TND en niños de 3 años predecían aumentos de síntomas depresivos y ansiosos en los padres a los 8 años. Los resultados de ambos estudios tienen importantes implicaciones clínicas para la correcta orientación de las intervenciones. Los niños con TND deben ser evaluados y tratados con prontitud, pero los esfuerzos deben extenderse también a sus madres y padres.Oppositional Defiant Disorder (ODD) is a behavioral disorder characterized by oppositional, defiant and hostile behavior toward adults and authority figures. Children with ODD have temperamental patterns with certain particular characteristics. In addition, the temperamental style of the child may be influenced or enhanced by the mental health and behavior of the parents. The theoretical and empirical antecedents corroborate that the mental health problems of the parents influence the mental health problems of the children and vice versa, existing reciprocal relations and mutual interdependence between both. This thesis is presented as a compendium of two original empirical studies whose objective was to evaluate the reciprocal relationship between parents’psychopathology and the ODD of the children, and the influence of moderating variables that act in this relation, in a cohort of Spanish children between 3 and 8 years of age, cross-sectional and longitudinally. Evaluations of the children in both studies were conducted through questionnaires and a semi-structured diagnostic interview answered by parents. Parents also answered a questionnaire about their own psychopathology. The sample of the first study included 550 children evaluated at 3, 4 and 5 years. The results indicated that negative affect and effortful control are associated with higher levels of ODD symptoms in preschoolers. At age 5, higher levels of paternal depression and anxiety increased the effect of self-regulated control on ODD. High levels of negative affect and low levels of effortful control at 3 years were statistical predictors of ODD levels at 5 years, and this relationship was also moderated by depression and paternal anxiety. The second study included a sample of 331 children evaluated at 3 and 8 years. It was found that at 3 years of age, higher levels of ODD symptoms were associated with anxiety / depression symptoms and parental aggressive behavior. Longitudinally, children with mothers with symptoms of anxiety and depression at age 3 had greater symptoms of ODD at age 8. Also, higher levels of ODD symptoms in 3-year-olds predicted increases in depressive and anxious symptoms in parents at 8 years. The results of both studies have important clinical implications for the correct orientation of the interventions. Children with ODD should be evaluated and treated promptly, but efforts should also be extended to their mothers and fathers.
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Silva, Nanucha Teixeira da. "Associação entre comportamentos de oposição em adolescentes e arousal : avaliação por meio de resposta cutânea simpática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/96655.
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O comportamento opositor é frequente na infância e está associado a sintomas internalizantes e externalizantes, podendo causar prejuízos na adolescência e na vida adulta. Estudos recentes apontam que o comportamento opositor abrange três dimensões com comorbidades e valores preditivos particulares, como irritabilidade, oposição e ofensiva. Também sugerem que tanto a hiporresponsividade quanto a hiper-responsividade cutânea simpática estão associadas a algum comportamento agressivo e/ou antissocial. A essa responsividade dá-se o nome de arousal. A hipótese deste estudo é de que as diferentes dimensões do comportamento de oposição estão associadas a níveis aumentados de arousal. O objetivo do trabalho foi verificar a associação entre as dimensões do comportamento de oposição e os níveis de arousal em adolescentes. Além disso, pretendeu-se verificar a relação entre os comportamentos específicos, como agressão verbal, física ou social, e os níveis de arousal e a associação entre a trajetória e o número necessário de estímulo aversivo até a habituação com as diferentes dimensões de oposição. Trata-se de um estudo transversal com adolescentes de escolas públicas da área de abrangência do Hospital de Clínicas de Porto Alegre (HCPA). Para avaliar o comportamento opositor e suas dimensões, utilizou-se a escala Youth Self Report. Para avaliar o comportamento agressivo, utilizou-se a versão brasileira modificada do Olweus Bully/Victim Questionnaire. O arousal foi avaliado por meio da resposta cutânea simpática (RCS). Para investigar a RCS, aplicaram-se 10 estímulos aversivos nos adolescentes e mediuse a amplitude de cada resposta gerada. A associação entre comportamento de oposição (variável dependente) e arousal (variável independente) foi investigada por meio de um modelo geral linear, enquanto as análises exploratórias foram avaliadas por meio de correlação linear e análises repetidas de covariância. Este estudo foi aprovado pelo Comitê de Ética do HCPA. Um total de 38 estudantes com média idade de 13,83 (DP=1,46) anos foram incluídos no estudo. A RCS aumentada esteve associada ao comportamento de oposição [Pillai’s Trace=0,234; F(2,33)=5,037; p=0,012; Xp 2=0,234], e as meninas apresentam maiores níveis de comportamento de oposição [Pillai’s Trace=0,219; F(2,33)=4,637; p=0,017; Xp 2=0,219]. Entretanto, tal associação foi específica para as dimensões de oposição e ofensiva [F(1,34)=7,802; p=0,009; Xp 2=0,187]. Não houve associação entre níveis de arousal e idade. As análises exploratórias revelaram que a RCS aumentada está associada a diversos tipos de comportamento de oposição e ofensivo relacionados ao comportamento agressivo [Pillai’s Trace=0,487; F(3,29)=9,189; p<0,001; Xp 2=0,487] e que apenas o primeiro estímulo aversivo foi responsável pela diferença entre adolescentes com níveis maiores e menores de comportamento opositor [F(9,197)=2,548; p=0,008]. Não se observou diferença significativa entre esses grupos e o número de estímulo até habituação. Este foi o primeiro estudo a investigar os aspectos psicofisiológicos de comportamento de oposição por meio da RCS em adolescentes. Os resultados confirmam a hipótese de que a resposta autonômica simpática pode variar de acordo com as dimensões de comportamento de oposição. Apesar das limitações do estudo, os achados auxiliam na validação das distintas dimensões do comportamento de oposição.Oppositional behaviors during childhood are common, and are associated with symptoms of internalizing and externalizing. Oppositionality can negatively affect adolescence and adult life. Recent studies have shown that oppositionality encompasses three distinct dimensions with different predictive values of comorbidity: irritable, headstrong, and hurtful. Other studies suggest that both increased and reduced sympathetic skin response (SSR) are linked to antisocial and/or aggressive behavior. This response is called arousal. Our hypothesis is that the oppositionality dimensions are associated with increased levels of arousal. We aimed to examine the relationship between oppositional behavior dimensions and arousal levels in an adolescent sample. In addition, we studied the correlation between specific aggressive behavior, such as verbal, physical or social aggression and arousal levels. We also identified the link between the trajectory and number of aversive stimuli necessary for habituation to different oppositional dimensions. This is a cross-sectional study encompassing teenage students from public schools in the Hospital de Clínicas de Porto Alegre (HCPA) coverage area. Oppositionality and its dimensions were assessed with the Youth Self Report scale and aggressive behavior was evaluated with the Brazilian modified version of Olweus Bully/Victim Questionnaire. Arousability was assessed through SSR at the neurology department at HCPA. To assess SSR, we delivered 10 aversive stimuli to adolescents and measured the amplitude of each SSR generated. The association between oppositionality (dependent variable) and arousal (independent variable) was analyzed using general linear models and the exploratory analyses were studied with linear correlations and repeated covariance analyses. This study was approved by HCPA’s ethical committee. A total of 38 students with an average age of 13.84 (SD= 1.46) years were included in the study. Increased SSR was linked with oppositional behavior [Pillai’s Trace=0.234; F(2.33)=5.037; p=0.012; Xp 2 = 0.234] and girls showed higher levels of oppositional behavior [Pillai’s Trace=0.219; F(2.33)=4.637; p=0.017; Xp 2= .219]. However, this correlation is specific to headstrong/ hurtful dimensions [F(1.34)=7.802; p=0.009; Xp 2 0.187]. There was no link between arousal and age. The exploratory analyses showed that increased SSR is associated with several types of headstrong/hurtful behaviors related to bullying [Pillai’s Trace=0.487; F(3.29)=9.189; p<0.001; Xp 2=0.487] and only the first aversive stimulus was responsible for the difference between adolescents with high and low oppositional behavior scores [F(9.197)=2.548; p=0.008]. There were no differences between these groups in terms of the number of stimulinecessary for habituation. This is the first study to examine the psychophysiological aspects of oppositional behaviors in an adolescent community sample using SSR. The results confirm our hypothesis that sympathetic autonomic response can vary based on types of oppositional behavior. Despite our limitations, the results help validate the different dimensions of oppositionality and indicate that oppositional behaviors are modulated by both environmental and biological factors.