Conduct Disorder
Definition & Research
Conduct disorder is deformed as a repetitive and persistent pattern of behaviour in which the basic rights of others, or major age-appropriate societal norms or rules are violated. Conduct disorder causes significant impairment in both social and academic functioning, and the behaviour pattern is usually present in a variety of settings, such as home, school and community. Conduct Disorder usually involves severe behaviour that often results in the involvement of law enforcement agencies. The behaviour, although similar, is of a more series nature than oppositional defiant disorder (ODD). Conduct disorder is diagnosed in severity as mild, moderate, or severe.
Students with conduct disorder often initiate aggressive behaviour and react aggressively to others. They have little empathy and concern for he feelings, wishes and well-being of others. They often have low self-esteem, may come from chaotic or unsettled home lives and may be dealing with other issues, such as depression, learning difficulties, and alcohol or substance abuse.
Because these students have difficulty with authority figures and do not trust easily, they can be difficult to work with. It is important that proper interventions and treatments be in place.
Males with a diagnosis of conduct disorder frequently exhibit fighting, stealing, vandalism, and school discipline problems. Females with a diagnosis of conduct disorder are more likely to exhibit lying, truancy, running away, substance use, and prostitution. Whereas males tend to exhibit both physical aggression and relational aggression (behavior that harms social relationships of others), females tend to exhibit relatively more relational aggression.
ADHD and oppositional defiant disorder are both common in individuals with conduct disorder, and this comorbid presentation predicts worse outcomes. Individuals who show the personality features associated with antisocial personality disorder often violate the basic rights of others or violate major age-appropriate societal norms, and as a result their pattern of behavior often meets criteria for conduct disorder. Conduct disorder may also co-occur with one or more of the following mental disorders: specific learning disorder, anxiety disorders, depressive or bipolar disorders, and substance-related disorders. Academic achievement, particularly in reading and other verbal skills, is often below the level expected on the basis of age and intelligence and may justify the additional diagnosis of specific learning disorder or a communication disorder (DSM-5 475).
Students with conduct disorder often initiate aggressive behaviour and react aggressively to others. They have little empathy and concern for he feelings, wishes and well-being of others. They often have low self-esteem, may come from chaotic or unsettled home lives and may be dealing with other issues, such as depression, learning difficulties, and alcohol or substance abuse.
Because these students have difficulty with authority figures and do not trust easily, they can be difficult to work with. It is important that proper interventions and treatments be in place.
Males with a diagnosis of conduct disorder frequently exhibit fighting, stealing, vandalism, and school discipline problems. Females with a diagnosis of conduct disorder are more likely to exhibit lying, truancy, running away, substance use, and prostitution. Whereas males tend to exhibit both physical aggression and relational aggression (behavior that harms social relationships of others), females tend to exhibit relatively more relational aggression.
ADHD and oppositional defiant disorder are both common in individuals with conduct disorder, and this comorbid presentation predicts worse outcomes. Individuals who show the personality features associated with antisocial personality disorder often violate the basic rights of others or violate major age-appropriate societal norms, and as a result their pattern of behavior often meets criteria for conduct disorder. Conduct disorder may also co-occur with one or more of the following mental disorders: specific learning disorder, anxiety disorders, depressive or bipolar disorders, and substance-related disorders. Academic achievement, particularly in reading and other verbal skills, is often below the level expected on the basis of age and intelligence and may justify the additional diagnosis of specific learning disorder or a communication disorder (DSM-5 475).
Behaviour
- Aggression to People and Animals
- Often bullies, threatens, or intimidates others.
- Often initiates physical fights
- Has used a weapon that can cause serious physical harm to others.
- Has been physically cruel to people.
- Has been physically cruel to animals
- Has stolen while confronting a victim.
- Has forced someone into sexual activity
- Destruction of Property
- Has deliberately engaged in fire setting with the intention of causing serious damage.
- Has deliberately destroyed others’ property (other than by setting fire)
- Deceitfulness or Theft
- Has broken into someone else’s house, building, or car.
- Often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others).
- Has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering: forgery).
- Serious Violations of Rules
- Often stays out at night despite parental prohibitions, beginning before age 13 years.
- Has run away from home overnight at least twice while living in the parental or parental surrogate home, or once without returning for a lengthy period.
- Is often truant from school, beginning before age 13 years.
Strategies
- Begin with understanding (be knowledgeable about the disorder)
- Remember that the negative behaviour is not personal
- Be aware of the students IPP
- Be consistent
- Training in non-violent crisis intervention techniques
- Celebrate each small step of learning because the student may be behind academically
- Speak to students privately about their behaviour instead of in front of others
- Use humor, but avoid sarcasm
- Use frequent private corrective feedback, signaling, prompting and cueing strategies
- Be calm and non-emotional
- Know what your own triggers are to avoid being drawn into a negative interaction pattern
- Use “start” requests rather than “stop” requests.
- Use a polite request format
- When appropriate, offer a choice
- Describe the desired behaviour in clear and specific terms to reduce misunderstanding
- Make one request at a time
- Make the request in a quiet voice, in close proximity using eye contact
Resources
Conduct Disorder (CD)
The resource provides many useful links and resources to help understand conduct disorder.
Conduct Disorder
This resources, created by the government of Alberta, provides information on implications for planning and awareness, instruction, and social and emotional-well being.
Conduct and Behavior Problems: Intervention and Resources for School Aged Youth
The resource was created by the Center for Mental Health in Schools at UCLA. It includes background information and resources.
Conduct Disorder
This resource provides teachers with a brief description of conduct disorder, including symptoms and indicators, and accommodations and interventions.
The resource provides many useful links and resources to help understand conduct disorder.
Conduct Disorder
This resources, created by the government of Alberta, provides information on implications for planning and awareness, instruction, and social and emotional-well being.
Conduct and Behavior Problems: Intervention and Resources for School Aged Youth
The resource was created by the Center for Mental Health in Schools at UCLA. It includes background information and resources.
Conduct Disorder
This resource provides teachers with a brief description of conduct disorder, including symptoms and indicators, and accommodations and interventions.