Chapter 12

Conduct Disorder:Overt Antisocial Behavior

Definition

Exhibits a persistent pattern of anti-social behavior that significantly impairs everyday functioning at home or school or that leads others to conclude that the youngster is unmanageable.Persistent pattern of behavior in which the rights of others and age-appropriate social norms are violated BULLIES!!!

Definition

Isolated acts of physical aggression, destruction of property, stealing, and fire-setting are also cause for concern.See table 12.1 on page 291

DSM-IV Criteria

Aggression to people/animalsDestruction of propertyDeceitfulness or theftSerious violations of rulesProblems don’t diminish with age as with most children

Prevalence

Under age 18 Males-6-16% Females-2-9% Girls tend to exhibit fewer overt

aggressive acts Prevalence is increasing Severity of disorder is perceived as

increasing

Classification

Onset before 10 years More severe impairment Poorer prognosis

Adolescent onsetUndersocialized: More overt acts (see fig. 12.1 p. 294)Socialized: More covert actsVersatile: Characteristics of both

Undersocialized

More violent acts Hyperactive Impulsive Stubborn Demanding Argumentative Teasing Loud

Undersocialized

ThreateningAttacking othersCrueltyFightingShowing offBraggingSwearing

Undersocialized

Blaming othersSassyDisobedientPoor peer relations

Socialized

More covert actsNegativismLyingDestructivenessStealingFire-settingGangs

Socialized

Associating with bad companionsRunning awayTruancySubstance abuse

Versatile

Characteristics of both

What would be an example of versatile behavior?

Aggression and Violence in Social Context

Aggression as a multicultural issue Focus should be on problems of

economic/community/family difficulties

Aggression in the context of school BE PREPARED!!!

Factors

Genetic and biological Social environmentAggression in familyRejection in various environmentsAcademic failureSuccess in controlling others by aggression

Factors

Modeling of aggression especially by high status modelsPractice of aggression (without consequences)Diminished reinforcement for appropriate behavior-reinforcement for aggression

Factors

Cognitive processes that justify actsInappropriate punishmentTV aggressionDelinquent subcultures

Causal Factors

Three major controlling influences Environmental factors The behavior itself Cognitive/affective (person)variables

Causal Factors

General conclusions from Social Learning Research P. 302-304Personal factorsFamily factorsSchool factorsPeer group/cultural factors

Prevention

Consequences for aggressionReach non-aggressive responsesStop aggression earlyRestrict access to instruments of aggressionCorrect everyday conditionsOffer more effective educational options

Prevention

Recognize importance of instruction as a key tool for prevention

What does this mean for teachers??

Pre-correction plan p. 310

Assessment

Multi-dimensional rating scalesPro-social skills assessmentComparison to peers/normsAssess behavior in social contexts Who else contributes Family concerns Environmental influences

Functional analysis

Interventions

RulesPraisePositive reinforcementVerbal feedbackStimulus changeContingency contractsModeling plus reinforcing imitation

Interventions

ShapingSocial skills trainingSelf-regulation trainingTimeoutResponse costProper use of punishment p. 306-307

Acting-out behavior cycle

CalmRecognize triggering events Agitation: Engage in alternative activities, proximity controlAcceleration: Avoid power struggle, crisis interventionPeak phase: Get help!De-escalation: Let them beRecovery: Reinforce appropriateness

School-wide violence and School-wide discipline

Set clear behavioral expectationsEstablish a positive school climateMonitor student behavior continuouslyApply consistent consequencesProvide collegial supportMaintain clear communication

Chapter 13 Covert Behavior

StealingLyingFire-settingVandalismTruancy

Stealing

Family resistance to therapyLack of parental supervision and attachmentGeneralizations p. 321

Lying

Little researchOften used to escape punishmentOften a steppingstone to other conduct problemsRequires careful monitoring

Fire-setting

Fires set by children account for ½ of all set firesMore likely to occur in children who are around adults who model behavior dealing with fire

Fire-setting

More likely to set fires when: Do not understand danger of fires Lack necessary social skills to

obtain gratification appropriately Engage in other antisocial

behaviors Motivated by anger and revenge

Fire-setting

In preschoolers this behavior is associated with serious psychopathology in the child, the family or bothIn school-age children: History of school failure Multiple behavior problems

Vandalism

Punitive response may heighten problemOften is the response to aversive environments: Vague rules Punitive discipline Rigidly applied punishment Impersonal relations Poor curriculum match Little positive recognition

Truancy

Relevant curriculum???