Disruptive

Behavior
Disorder
Monique Jones

As a child, did you

ever purposely
annoy someone, lie,
steal, break rules, or
exhibit aggressive
behavior?

 *Conduct Disorder

Disruptive
Behavior
Disorder
Subcategories

*Oppositional Defiant
Disorder
Intermittent Explosive
Disorder
Adjustment Disorder
with Disturbance of

Conduct Disorder -

Quick Facts

Negative and persistent pattern of behavior in which the basic rights of others or
major age-appropriate societal norms or rules are violated (PSC, 2013).
Most severe diagnosis out of the four
Students with CD will likely initiate aggressive behavior or react
aggressively to a threat
Students with CD exhibit bully behavior, are in frequent fights, destruct
property, lie, steal, break laws and rules
This disorder usually remits as students grow older

Oppositional Defiant Disorder Quick Facts

Frequent and persistent pattern of angry/irritable mood, argumentative/defiant

behavior, or vindictiveness (PSC, 2013).
Students with ODD are stubborn, break rules, intentionally annoy others,
and throw tantrums
Symptoms for ODD typically appear at preschool age
70% of cases of ODD decrease by age 18 (PSC, 2013).

Intermittent Explosive Disorder

- Quick Facts
Rapid exhibition of impulsive and intense verbal aggression (PSC, 2013).
Student with IED have a greater impairment of overall functioning
Onset usually in early teens

Adjustment disorder-

Quick Facts

Seen as a response to a stressor that begins within 3 months of onset of a

stressor and lasts no longer than 6 months after the stressor or its consequences
have ceased (PSC, 2013).

Relevant Information -

Normal and

Atypical Behavior

Children with DBD exhibit disruptive, agitated, oppositional, and defiant

behavior on a regular basis and often without regard for the rights and
concerns for others.
A diagnosis of DBD becomes more clear as children grow older because
for this population behaviors will likely worsen and increase.
Children deemed as normal on a clinical scale that exhibit disruptive
behavior will mostly show major improvements over time.

Relevant Information -

ADHD and boys

Disruptive Behavior Disorder has a very high comorbidity with AttentionDeficit Hyperactive Disorder
In particular boys with DBD, like those with ADHD, have difficulties with
reading, expressing empathy, and reading social cues
During primary school, are usually feared and looked up to by peers
Can misinterpret an awkward glance from a peer as an aggressive
message
He kept looking at me, so I hit him!

Relevant Information -

Girls

Girls with DBD may also struggle with reading, but their difficulty usually
shows later than boys
Later on, girls with DBD are more likely to reproduce with a delinquent
male, whereas boys with DBD are likely to do the opposite
Will also lack the ability to empathize
During primary school, are more likely to be rejected by peers
We dont like playing with her because she always tries to tell us what to do and
then she gets mad when we dont do it her way!

Relevant Information -

Risk Factors

Impairment of the ability to self-regulate

Diagnosis of ADHD, anxiety disorder, or mood disorder
Growing up in a poor or disadvantaged neighborhood
Families with low SES
Parent(s) with depression, substance abuse issues, or antisocial
personality disorder

Relevant Information -

Parenting

Although some of the research has been equivocal, insecure attachment has
often been noted among children with early-onset conduct problems
(Shatkin, 2015).
A lot of treatment recommendations for DBD involve parent-child training

Potential Impact on Student

Learning & Behavior
By middle childhood most students with DBD are rejected by peers and
differ academically
Students with DBD typically keep a social group of other deviant peers

Instructional Considerations
Ensure to address possible comorbid disorders or conditions
Suggest counseling for the parent and the child
Get the student involved in an adult-child mentoring program
Work with the parent to improve parenting practices, as well as establish
establish a positive relationship with their child

Strategies -

Parent Management Training (PMT)

This training is designed to help parents increase behaviors they like and
decrease the behaviors they dislike (Shatkin, 2015).
Major Topics Covered:
Effective commands
Tactful praise
Ignoring
Scheduling
Behavioral reward programs
Limit setting punishments

Strategies -

Multisystemic Therapy (MST)

MST is an intensive family and community based behavioral intervention

designed to address and treat the problems in every setting , including home
and school, mitigating multiple risk factors simultaneously (Shatkin, 2015).
Has been shown to effective in reducing antisocial behavior for as long as
five years following treatment

Strategies -

Individual Counseling

Relaxation Training
Cognitive Restructuring
Self-Inoculation Training
Play Therapy
Narrative Counseling
Solution-focused approach

Classroom Accommodations
Help teachers pinpoint students behavioral triggers
Observe the student to recognize their usual behaviors and find out
under root cause
Utilize mindfulness activities in the classroom
Help the student create individual learning goals
Teachers should establish clear rules and expectations for the student
Create social interaction opportunities for the student (group work)

References
American School Counselor Association (2013). School counselors serving
students with disruptive behavior disorder. Professional School Counselor, Vol
(16)4.
Shatkin, Jess P (2015). Child & Adolescent Mental Health: A practical all-in-one
guide. Disruptive Behavior Disorder, Pg. 58-74. New York: W.W. Norton &
Company.
American Academy of Pediatrics (2015). Disruptive Behavior Disorder. Retrieved
from https://www.healthychildren.org/English/healthissues/conditions/emotional-problems/Pages/Disruptive-BehaviorDisorders.aspx