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Dissertations / Theses on the topic 'Oppositional defiant disorder'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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 intervention

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2

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 AD

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3

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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4

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 behavio

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5

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 previ

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6

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

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7

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

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8

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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Psychology<br>Ph.D.<br>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 symp

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9

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

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10

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.

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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

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11

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 schoo

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12

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 - inat

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13

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 int

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14

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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15

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 ex

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16

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. Prescho

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17

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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18

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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19

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 (Lon

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20

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

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21

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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22

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 t

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23

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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24

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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25

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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26

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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27

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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28

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. Therefo

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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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30

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 base

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31

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 hyperacti

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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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Psychology<br>Ph.D.<br>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 pau

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BALIA, CARLA. "Aggressive behaviour in children and adolescents with Conduct Disorder or Oppositional Defiant Disorder: neuropsychological characterization and drug treatments. Preliminary analysis of data from the European MATRICS project." Doctoral thesis, Università degli Studi di Cagliari, 2020. http://hdl.handle.net/11584/294386.

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Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) have significant long-term implications and pose a serious public health problem, nevertheless efficacy of therapeutic intervention, including medications, remains unclear. Recently there has been rapid progress in understanding the neuropsychological characterization and the neurobiology of CD and of Callous-Unemotional (CU) traits, including the physiological and neuroanatomical functioning. Evidence are controversial but it is likely that different etiological pathways lead to either a CD with CU traits with predominant instrumen

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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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35

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 r

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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.

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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/agr

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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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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.

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Za poremećaje iz grupe koja je u DSM-IV označena pod nazivom Deficit pažnje i poremećaji sa nasilničkim pona&scaron;anjem, a to su Deficit pažnje/Hiperaktivni poremećaj (ADHD), Poremećaj u vidu protivljenja i prkosa (ODD) i Poremećaj pona&scaron;anja (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 če&scaron;će u kombinaciji, nego kao zasebni psihopatolo&scaron;ki entiteti.Imajući u vidu čest komorbiditet, a uzimajući u

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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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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 dis

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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

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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 qu

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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 s

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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 mu

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Oliveira, Paula Approbato de. "Perfil neuropsicológico e psiquiátrico de adolescentes submetidos a maus tratos." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-02082013-150615/.

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Introdução: Os maus tratos na infância e adolescência são considerados um problema de saúde pública devido a alta prevalência no Brasil e no mundo. A exposição a maus tratos está associada a alterações no desenvolvimento cognitivo, porém, há uma escassez de estudos brasileiros que investiguem o tema. Objetivos: Comparar o funcionamento neuropsicológico de adolescentes com e sem histórico de maus tratos, bem como estudar as relações entre essas vivências, desempenho neuropsicológico e sintomas psiquiátricos relacionados a impulsividade, oposição, hiperatividade e desatenção. Método: Cento e oit

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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 di

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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.<br>Additional advisors: Margaret Rice, Boyd Rogan, Foster Watkins, Martha Barber. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 112-120).

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Puffenberger, Synthia Sandoval. "Moderating effects of Hyperactivity/Impulsivity and Oppositional Behavior on Working Memory Training for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405642886.

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

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This study aimed to examine the association between specific maternal characteristics (i.e., parents&rsquo<br>personality, depression, anxiety, affective state, and coping strategies) and childhood ADHD, Oppositional Defiant Disorder (ODD), and Conduct Disorder (CD) symptoms in children with and without the diagnosis of ADHD. Method: Data was obtained from 231 subjects including mothers of 77 children who were just diagnosed by Child Mental Health Departments of Hacettepe University or IMGE Child Mental Health Center and 154 children without any psychiatric diagnosis, who were receiving educat

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