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Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology

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Handbook of Australian School Psychology

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Abstract

Disruptive behaviour disorders (DBD’s) are highly prevalent childhood psychological disorders associated with pervasive impairment. They can affect the individual’s social adjustment and educational achievement, disrupt family harmony, place strain on resource-limited learning environments, impact juvenile justice systems and challenge wider society. This chapter reviews, from an international perspective, the theoretical underpinnings of DBDs including diagnostic systems, aetiological factors and current controversies in the literature. Commonly used assessment measures are discussed for both universal and selective screening of at-risk school populations and individual assessment of indicated youth. This is followed by a synopsis of evidence-based interventions, which are considered the gold standard in treating youth with externalising disorders in schools. The chapter concludes with a case study illustrating some of the challenges associated with the implementation of these types of interventions.

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Notes

  1. 1.

    Youth refers collectively to children and adolescents.

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Acknowledgements

The authors wish to express appreciation to Anna Dedousis-Wallace, senior research associate, who assisted us with various aspects of this project..

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Authors and Affiliations

  1. Health Psychology Unit, University of Technology Sydney, Ground Floor, 174 Pacific Highway, St. Leonards, Sydney, NSW, 2065, Australia

    Rachael C. Murrihy

  2. Shore School, North Sydney, NSW, Australia

    John R. Burns

  3. University of Missouri, Columbia, MO, USA

    Wendy M. Reinke & Keith C. Herman

  4. University of Alabama, Tuscaloosa, AL, USA

    Kathleen R. King

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  1. Rachael C. Murrihy
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Correspondence to Rachael C. Murrihy .

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Editors and Affiliations

  1. Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia

    Monica Thielking

  2. St. John’s University, Jamaica, New York, USA

    Mark D. Terjesen

Test Yourself Quiz

Test Yourself Quiz

  1. 1.

    It has been argued that the DSM criteria does not accurately capture the full picture of the female expression of aggression. What does this mean with regards to available treatments—are they relevant and appropriate for girls with disruptive behaviour problems?

  2. 2.

    What are the crucial characteristics that differentiate between an Oppositional Defiant Disorder and a Conduct Disorder diagnosis?

  3. 3.

    As a practitioner what co-morbidities would you be alert for in a child referred for behavioural issues?

  4. 4.

    We are guided by the United States with many of the gold standard assessments and treatment approaches. What can you take from this chapter that might be adopted for use within the Australian system?

  5. 5.

    What is the Collaborative and Proactive Solutions approach and how does it depart from standard behavioural management approaches?

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Murrihy, R.C., Burns, J.R., Reinke, W.M., Herman, K.C., King, K.R. (2017). Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_17

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