Disruptive Behavior Disorders

Abstract

Disruptive behavior is a heterogeneous construct that encompasses a variety of symptoms including tantrums, lying, cheating, noncompliance, theft, and assault. If these symptoms are severe, persistent, and accompanied by impairment in social contexts (e.g., family, peers, school), the individual may meet the criteria for one of the two diagnoses for disruptive behavior disorders (DBDs): oppositional defiant disorder (ODD) and conduct disorder (CD). Although ODD and CD tend to share risk and protective factors, evidence supports the status of ODD and CD as distinct diagnoses, with ODD typically emerging prior to CD and showing links with the emergence of later emotional disorders. Different developmental pathways have been identified for DBDs, focusing on the age of onset and the presence of psychopathic features. Current research priorities include a multimethod approach to explore disruptive behavior at neural, genetic, and environmental levels across multiple domains (affective, cognitive, social, and behavioral) in diverse populations.

To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students?

“…CU traits comprise low empathy, lack of guilt, shallow emotions, and a lack of concern about performance (Frick, Ray, Thornton, & Kahn, 2014). Antisocial children with elevated CU traits show a more severe, aggressive and chronic pattern of antisocial behaviour, unique biological, emotional, social-motivational and cognitive correlates, and reduced responsiveness to intervention compared to antisocial children with low levels of these traits (Allen, Hwang, & Huijding, 2020). The most recent edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) therefore introduced CU traits as a specifier for conduct disorder under the label of 'limited prosocial emotions'.…”

Pupils with social, emotional and mental health special needs: Perceptions of how restrictive physical interventions impact their relationships with teaching staff

“…The schools who participated in the research had high male:female pupil ratios (School A's student body was comprised of 80% male pupils and for School B it was 87.5%), therefore future work could target schools with a greater number of female pupils. Teachers tend to report poorer quality TCRs with boys (McGrath & Van Bergen, 2015), and boys show more physical aggression towards their classmates and teachers, while girls display more covert antisocial behavior and relational aggression (e.g., ostracism, rumour spreading) (Allen, Hwang, & Huijding, 2020). This suggests that future research should include a mixed gender sample to examine if there are gender differences in pupils' perceptions of RPIs and their impact on TCR quality.…”

Callous–Unemotional Traits and Intelligence in Children with Externalizing Behavioral Problems

“…For instance, Gritti et al [ 2 ] found that 8.5% (3.85% borderline, 4.7% clinical) of children suffered from externalizing behavioral problems. These difficulties lead to several adverse outcomes and may represent a significant economic burden for the child, their family, their victims, and, more broadly, for society [ 3 , 4 ], with estimated public costs per child exceeding USD 70,000 over seven years.…”