discussion

  
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors 
                                                         You must use the Readings here
· Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education. 
o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83) 
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?. Child: care, health and development, 41(2), 178-185. 
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174– 1186. 
· Document: DSM-5 Bridge Document: Disruptive Behaviors (PDF) 
· Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education. 
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112) 
o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105) 
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143. 
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237. 
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology, 119(4), 683–688. 
Media 
· Laureate Education (Producer). (2014c). Disruptive behaviors [Video file]. Baltimore, MD: Author. 
· Laureate Education (Producer). (2014d). Disruptive behaviors: Part one [Interactive media]. Baltimore, MD: Author. 
· Laureate Education (Producer). (2014e). Disruptive behaviors: Part two [Interactive media]. Baltimore, MD: Author. 

Disruptive Behaviors In the DSM-IV, 
attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biological basis for this disorder as well as for others found in this classification (see “Exceptionalities” in Week 11 of this course). However, because the expression of ADHD often includes behaviors that can be disruptive to the child’s social environment, it will be included with the topics for this week. Other disorders addressed this week are those now included in a new chapter of the DSM-5: disruptive, impulse-control, and conduct disorders. This new grouping of diagnoses reflects a recognition of the similarities of these diagnoses—all of these are associated with an intrusion upon the rights, property, or physical safety of others. In addition, individuals with these disorders generally act against societal expectations and norms and show a significant inability to control behavioral or emotional impulses. Disruptive, Impulse-Control, and Conduct Disorders This new DSM-5 chapter includes oppositional defiant disorder, intermittent explosive disorder, conduct disorder, antisocial personality disorder (also listed in the personality disorders chapter), pyromania, kleptomania, other specified disruptive, impulse-control, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders. Two of these diagnoses are new to the DSM-5: other specified disruptive, impulsecontrol, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders. These take the place of disruptive behavior disorder NOS in the DSM-IV, which has been removed. Both of these diagnoses represent significant clinical distress or impairment based on criteria for disruptive, impulse-control, and conduct disorders, but do not meet full criteria for a specific diagnosis in this class. Clinicians should use other specified disruptive, impulse-control, and conduct disorders and add the specific reason for the more general diagnosis (e.g., falling short of duration or frequency criteria). The latter diagnosis—unspecified disruptive, impulse-control, and conduct disorders—is used when clinicians cannot (or choose not to) identify reasons for the inability to make a more specific diagnosis, yet clearly observe multiple criteria from the disruptive, impulse-control, and conduct disorder classification. The following is a summary of key changes to diagnostic criteria for this group of disorders. Oppositional Defiant Disorder © 2014 Laureate Education, Inc. Page 2 of 2 Criterion A has been revised in several ways. First, the symptoms have been grouped into categories relating to mood, behavior, and malicious intent. Second, the duration, persistence, and frequency requirements have been more clearly described, with considerations made for differences related to age, developmental level, gender, and culture. Lastly, a severity rating associated with pervasiveness has been included in the specifiers for this disorder. Intermittent Explosive Disorder The criteria for this diagnosis have been considerably revised in the DSM-5. Criterion A has been expanded with more specific detail added, including the inclusion of verbal aggression and nondestructive aggressive behavior. Language has also been added regarding intensity and frequency of the outbursts that are key components of this diagnosis. In addition, the minimum age for this diagnosis is now 6 years old; this change helps to distinguish the diagnostic criteria from normal temper and behavioral variations in very young children. Conduct Disorder The DSM-5 criteria for a conduct disorder diagnosis is similar to that found in the DSMIV. However, an important addition has been made: The DSM-5 includes a specifier for observed limitations in socially appropriate emotional response. This may be exemplified by deficits in empathy, remorse, or guilt. This may also be reflected in a general lack of concern over impact of behaviors and decreased expressive affect. Neurodevelopmental Disorders This group of disorders is covered more thoroughly in Week 11 of this course. However, one of the disorders from this group frequently has a disruptive component to it and is, therefore, included in this week. Attention-Deficit/Hyperactivity Disorder(ADHD) Though the basic diagnostic criteria for ADHD is very similar in the DSM-5, there are a number of key differences from the DSM-IV, including stage-related examples to aid in diagnosis in childhood, adolescence, and adulthood. One of the key changes has been to raise the identification of symptomology from before age 7 to before age 12 and to use a single diagnosis with specifiers rather than several related diagnoses in a group. Specifiers replace prior subtypes, identifying the predominant presenting symptomology. Specifiers are also now used to reflect severity of impairment of functioning. Reference: • American Psychiatric Association. (2013). Highlights of changes from DSM
                                           

For this Discussion, review each of the clips in the media Disruptive Behaviors Part One and think about your reactions to the behavior exhibited in the media. Select one particular child or adolescent in the media and think about how your reactions to that child’s or adolescent’s behavior might impact a therapeutic relationship with that child or adolescent. Also, consider how you might transform any negative reactions you may have to the child or adolescent you selected to an appropriate therapeutic response.

Reactions to Disruptive Behaviors 
a brief description of the disruptive behavior you selected and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples. 
Be sure to support your postings and responses with specific references to the week’s resources. 

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