No abstract

A 10-year-old boy was referred for ongoing behavioral problems. These problems were reported as having occurred at home since preschool years and had become increasingly problematic outside of the home in latter years, resulting in frequent suspensions from school. A range of diagnoses had been made in the years prior to referral, including attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder, and pervasive developmental disorder-not otherwise specified (PDD-NOS). The central intervention since age 6 had been pharmacotherapy, with intermittent support at school in the form of school counseling and teachers' aids. However, the situation appeared to only be worsening, and the need for a more integrated, multimodal approach was recognized. In addition to individual therapy for the client and his mother, the intervention also included engagement of the father, collaboration with other educational and professional service providers, and the development of an integrated plan with shared objectives and strategies. The case explores limitations inherent in taking a medical model diagnostic approach to child behavioral problems and highlights the need to utilize an idiographic approach taking a range of individual psychosocial circumstances into account, rather than taking a more nomothetic treatment approach based mainly on diagnostic assessment.Keywords disruptive behavior disorders, collaborative multimodal approach, nomothetic, idiographic Theoretical and Research Basis for TreatmentDisruptive behavior disorders (DBD) is an umbrella term covering a range of conditions involving negativistic, rule-breaking, and noncomplaint behavior. The category subsumes conduct disorder (CD)-characterized by behavior violating social norms and rules, and infringing on the rights of others-and oppositional defiant disorder (ODD), featuring negativistic, hostile, and defiant