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Externalizing Disorders: Assessment, Treatment, and School-Based Interventions

  • Korrie AllenEmail author
Chapter

Abstract

Children with externalizing disorders (e.g., conduct disorder and oppositional defiant disorder) account for almost 25 % of all special services in schools and represent the most common reason for referral to pediatric and mental health clinics (Achenbach & Howell, 1993; Armbruster, Sukhodolsky, & Michalsen, 2004). Conduct problems often lead to increased use of psychiatric services and medication and are associated with significant emotional and physical distress in impacted children, families, and school personnel (Brosnan & Healy, 2011). The majority of children with an externalizing disorder receive few to no services, despite the high degree of impairment and poor prognosis (Lahey, Carlson, & Frick, 1997), and 70–80 % of those who do receive service use school-based services rather than services offered in the community (Burns et al., 1995). Schools represent the primary setting where children exhibit impairment and receive treatment (Ginsburg, Becker, Kingery, & Nichols, 2008). Providing evidence-based interventions in the school setting is therefore imperative in effectively preventing and treating externalizing disorders.

Keywords

Conduct Disorder Oppositional Defiant Disorder Disruptive Behavior Conduct Disorder Classroom Management 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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  1. 1.Innovative Psychological SolutionsFairfaxUSA

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