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As previously discussed in Chapters 1 and 2, conduct disorder (CD) is a behaviorally defined disorder that appears to have multiple etiologic pathways (Patterson & Yoerger, 2002; Pettit et al., 1997; Rutter et al., 1975), thus, a variety of treatment strategies have been developed. Treatment refers to systematic efforts to reduce, eliminate, or alleviate a particular problem or set of problems. Treating children and adolescents who suffer from CD is a difficult task due to the complexity of factors associated with this particular disorder (Frick, 1998a, 2001; Kazdin, 1995). A variety of treatments have been applied to children and adolescents with CD. However, only a small number of treatments have been shown to reduce CD behaviors. Treatment procedures tend to be most effective when the child is young (under 8 years of age) and early in the development of problem behaviors (Frick, 1998a; Kazdin 1996; McMahon & Wells, 1998). In addition, intervention strategies need to include multimodal and multicomponent efforts that are tailored to the needs of the individual (Connor & Fisher, 1997; Kazdin, 1996, 1997; Miller et al., 1998; Shirk & Russell, 1996). The evidence-based recommendations emphasizing prevention, early intervention, and multimodal and multicomponent efforts are consistent with the central tenets of the transactional-ecological developmental model (cf., Sameroff, 2000) described in Chapter 2. This is particularly important given professional perspectives regarding etiological influences are inevitably intertwined with the selection of intervention strategies; thus, both should be evidence based. [ABSTRACT FROM AUTHOR]

Determining the presence of conduct disorder (CD) is a relatively straightforward process. As described in Chapters 1, 3, and 5, CD is the diagnostic classification applied to children who display a pervasive and persistent pattern of problem behaviors characterized by aggression, destruction, deceitfulness, and serious violations of rules (American Psychiatric Association, 2000). To meet diagnostic criteria, three or more of the criteria must be present in the past 12 months, with at least one criterion present in the past 6 months. Since CD behaviors are typically externalized behaviors demonstrated by the individual, such actions are often readily measured through observation and broad-band and narrow-band rating scales as described in Chapter 5. However, for school personnel, the diagnosis of CD alone provides limited information for two main reasons. First, the diagnosis of CD may or may not qualify the child for special-education services. Specialeducation eligibility has implications for the type and location of treatment and also impacts on disciplinary decisions made in response to antisocial behaviors committed on school property (Slenkovich, 1983). Second, diagnosis alone does not provide adequate information regarding treatment for the individual with CD. As discussed in Chapter 5, the goal of assessment in CD is to surpass diagnosis to provide better understanding of the child or adolescent's psychosocial strengths and needs for the purpose of treatment planning (Frick, 1998b). Thus, assessment is a critical step not only for determining diagnosis, but also for informing education decisions and planning for treatment. [ABSTRACT FROM AUTHOR]

Considering the findings described in Chapters 1 and 3, it is apparent that school professionals need to be aware of the symptoms of conduct disorder (CD). Specifically, all school professionals need to be informed about the risks and symptoms of CD, its typical developmental course, as well as how to engage in screening procedures, and make appropriate referrals for psychoeducational evaluation. This chapter reviews how to use empirical evidence to inform practice in the applied school setting. For instance, the age and development of the child can impact symptom presentation of CD. In addition, developmental considerations should inform school district policies regarding culpability and ultimately the provision of support services in schools. How to gather and understand relevant information is reviewed along with a list of screening techniques. The formal process of diagnosis, psychoeducational evaluation, and treatment are discussed in detail in Chapters 5, 6, and 7. [ABSTRACT FROM AUTHOR]

Assessment of conduct disorder (CD) is a critical element of the treatment process, since a thorough analysis of a child or adolescent's psychosocial strengths and needs guides intervention planning (Frick, 1998b). Although many of the symptoms associated with CD may seem obvious, in a study of clinicians' diagnosis of antisocial behavior based on case vignettes it was found that the consistency of diagnosis was affected by context, and varied by profession, with social workers seeming particularly reluctant to use a CD diagnosis (Kirk & Hsieh, 2004). To accurately diagnose antisocial behavior, when assessing CD, it is important to use measurement techniques that consider the age and the cognitive level of the child being tested. Since CD frequently involves multiple causes and a heterogeneous group of behaviors that range in type and severity, the choices of treatment strategies may be narrowed using the information gleaned in the measurement of antisocial symptoms (American Psychiatric Association, 2000). [ABSTRACT FROM AUTHOR]

This chapter explores the lifetime incidence of conduct disorder (CD), as well as rates of CD in both general- and special-education school populations. Additionally, CD's association with other conditions is examined, with special attention being given to issues associated with dual diagnoses and concurrent and future maladjustment. [ABSTRACT FROM AUTHOR]

While it is clear that some mental health disorders have an organic basis, the underlying causes, and exactly how they are manifested is typically much more controversial. This chapter discusses the complex and multifaceted interaction of genetic, neurological, and environmental factors implicated in the development of conduct disorder (CD). As is the case with many forms of psychopathology, the specific causal factors linked to the development of CD have not yet been identified. However, research completed within the last two decades has yielded several correlates of the development of this disorder. Because numerous different causal factors in the development of CD have been suggested and linked through research to this form of psychopathology, it appears evident that one single primary cause does not exist. Instead, an interplay of organic factors, including neuroanatomical features/processes and genetics, and environmental conditions influence the manifestation of CD. The contributing factors that have been linked to the development of CD are considered below. [ABSTRACT FROM AUTHOR]

Conduct disorder (CD) is the diagnostic classification applied to children who display a pervasive and persistent pattern of problem behaviors characterized by aggression, destruction, deceitfulness, and serious violations of rules (American Psychiatric Association, 2000). The estimated lifetime prevalence of CD in the United States is 9.5% (12% among males and 7% among females) (Nock, Kazdin, Hiripi, & Kessler, 2006). The U.S. Department of Health and Human Services (1999) reports that CD affects 1% to 4% of schoolchildren. In the United States, CD symptoms are the primary presenting problems for psychiatric referral among children and adolescents (Kazdin, 1995). It is estimated that between 30% and 50% of all child psychiatry referrals involve CD (Kazdin, 1997). Moreover, children diagnosed with CD have higher levels of distress and impairment in almost all domains of adjustment, relative to children with other mental health disorders (Lambert, Wahler, Andrade, & Bickman, 2001). Early-onset conduct problems in childhood are a major risk factor for the development of delinquency, violence, antisocial behavior, impoverished social ties, and drug or substance abuse in later years (Bassarath, 2001; Patterson, DeGarmo, & Knutson, 2000). Thus, it is clear that school professionals need to be prepared to identify and provide support services for children with CD. [ABSTRACT FROM AUTHOR]