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1、Conduct Disorder,Dr. Aubrey H. Fine,Overt Aggression,How is Overt Conduct Disorder Identified and Treated?,Conduct Disorder,Characterized by persistent antisocial behavior that violates: The rights of others Age-appropriate social norms Includes: Aggression to people and animals Destruction of prope
2、rty Deceitfulness and theft Violation of rules,Students with Conduct Disorder,Differ from peers in Rate of noxious behaviors Persistence of such conduct beyond age at which most children have adopted less aggressive behaviors,How Do These Students Do in School?,Teachers see these students as: Uninte
3、rested Unenthusiastic Careless Students with Conduct Disorder have: Poor interpersonal relations Rejected by their peers Poor social skills Students with Conduct Disorder are most likely to be: Left behind in grades Show lower achievement levels End school sooner than same-age peers,The Vile Weed: S
4、tages in the Coercion Model,Conduct Disorder Case Study,Tony is 13 and has conduct disorder and depression. He is living with his Uncle and Aunt who have basically raised him since birth. Occasionally his mom comes by, but not on a regular basis. The father is unknown. Tonys Uncle and Aunt adopted h
5、im. They are the head of a “team” which cares for Tony. This includes respite foster parents two weekends a month, Tonys other Uncle one weekend a month, and his grandparents or his adopted parents the other weekend. At the moment, Tony is doing well. After the last sentencing, they were able to get
6、 better cooperation from their probation officer and a more workable probation agreement. Tony is supervised more than his adopted parents four year old. Last year he was hospitalized after he cut his wrist when he was caught drinking. Tony is now part of a group at school who are putting together a
7、 house. For once he is doing really well, expect when he tried to steal an electric saw. But Tonys parents had warned the school to watch for this, and they did, and they caught him. The punishment? No electric guitar for four days. Every week or so while Tony is at school, his parents go through al
8、l his stuff. They have told Tony they will do this. Tony now thinks it is mean and unfair. On the other hand, their have been no knives in the house for a month now. His parents call it “room service”.,Conduct Disorder,Is often comorbid with other disorders Is one of the most prevalent psychopatholo
9、gical disorders Affects: 6 16% of males 2 9% of females 1.3 to 3.8 million children have conduct disorder,Conduct Disorder,Males exhibit: Fighting Stealing Vandalism Overly aggressive Females exhibit: Lying Truancy Running away Substance abuse Prostitution Less aggressive,Conduct Disorder,May be cla
10、ssified by age of onset Earlier onset usually predicts more serious impairment,The Causal Wheel,Classified As:,Mild (resulting in only minor harm to others) Moderate Severe (causing considerable harm to others) Undersocialized (violent behavior) Socialized (more covert antisocial acts) Versatile (bo
11、th overt and covert forms of antisocial conduct),Conduct Disorder,Subtypes Overt Aggression Covert Antisocial Versatile,Causes of Aggression,Learned through: Modeling Reinforcement Ineffective punishment Risk can be increased through these factors: Personal Family School Peer Cultural,Preventing Agg
12、ression,Consequences that deter aggression Instruction in nonaggressive responses Early intervention Restriction of tools of aggression Correction of living conditions More effective school options,Assessing Aggression,Behavior rating scales, AND Direct observation Must include: Evaluation of a vari
13、ety of domains Prosocial skills Social deficits Functional assessment of behavior,Interventions for Aggression,Interventions based on social learning Most reliable Include strategies such as: Rules Teacher praise Positive reinforcement Verbal feedback Stimulus change Contingency contracts Modeling a
14、nd reinforcement,Uses and Misuses of Punishment,Punishment should: Be reserved for serious misbehavior Be instituted in ongoing behavioral management and instructional programs Be used only by people who are warm and loving toward the individual Be administered matter-of-factly, without anger, threa
15、ts, or moralizing Be fair, consistent, and immediate Be of reasonable intensity Involve response cost Be related to the misbehavior Be discontinued if it is not quickly apparent that it is effective Have written guidelines for using specific punishment procedures,Behavior Cycle and Precorrection,Cal
16、m: Behaving in ways that are expected and appropriate Trigger: First stage in moving towards a major blowup Agitation: Overall behavior in unfocused and off task Acceleration: Student engages the teacher in a coercive struggle Peak: Students behavior is out of control De-escalation: Student is begin
17、ning to disengage from the struggle and is in a confused state Recovery: Eager for busy work and a semblance of ordinary glasswork,The Acting Out Cycle,School-Wide Discipline,School-wide discipline plans must: Focus on earlier phases in the acting out cycle Focus efforts on positive attention to appropriate behavior Provide clear expectations and monitoring of student behavior Provide staff communication and support Provide consistent consequences,
