Week 4 6446 Therapeutic Approaches for Disruptive Behaviors                                                           You must use the Readings here · Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education.  o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83)  · Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?. Child: care, health and development , 41 (2), 178-185.  · Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology , 49 (6), 1174– 1186.  · Document: DSM-5 Bridge Document: Disruptive Behaviors (PDF)  · Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education.  o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)  o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)  · Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy , 19 (3), 130–143.  · Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology , 37 (1), 215–237.  · Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology , 119 (4), 683–688.  Media  · Laureate Education (Producer). (2014c). Disruptive behaviors [Video file]. Baltimore, MD: Author.  · Laureate Education (Producer). (2014d). Disruptive behaviors: Part one [Interactive media]. Baltimore, MD: Author.  · Laureate Education (Producer). (2014e). Disruptive behaviors: Part two [Interactive media]. Baltimore, MD: Author.  Disruptive Behaviors In the DSM-IV,  attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biol ...

1. Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
You must use the
Readings here
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Louis, C.S. “Certain Television Fare Can Help Ease
Aggression in Young Children, Study Finds” (p. 83)
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., &
Scholz, C. (2015). Diagnosing attention-deficit hyperactivity
disorder (ADHD) in children involved with child protection
services: are current diagnostic guidelines acceptable for
vulnerable populations?.
Child: care, health and development
,
41
(2), 178-185.
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted
impact of peer relations on aggressive-disruptive behavior in
early elementary school.
Developmental Psychology
,
49
(6), 1174– 1186.
·
Document:
DSM-5 Bridge Document: Disruptive Behaviors (PDF)

2. · Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p.
112)
o Smith, B. L., “The Case Against Spanking: Physical
Discipline Is Slowly Declining as Some Studies Reveal Lasting
Harms for Children” (p. 105)
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A.,
& Miller, D. T. (2010). Two case studies of child-centered play
therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy
,
19
(3), 130–143.
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008).
Evidence- based psychosocial treatments for children and
adolescents with disruptive behavior.
Journal of Clinical Child and Adolescent Psychology
,
37
(1), 215–237.
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building
an evidence base for DSM-5 conceptualizations of oppositional
defiant disorder and conduct disorder: Introduction to the
special section.
Journal of Abnormal Psychology
,
119
(4), 683–688.

3. Media
· Laureate Education (Producer). (2014c).
Disruptive behaviors
[Video file]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014d).
Disruptive behaviors: Part one
[Interactive media]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014e).
Disruptive behaviors: Part two
[Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors In the DSM-IV,
attention deficit and disruptive behaviors were grouped as a
category within the classifications of disorders usually first
diagnosed in infancy, childhood, and adolescence. Though it is
true that these disorders are generally first diagnosed during
these stages, the classifications of these disorders has been
reconceptualized to reflect their similarities in manifestation, as
well as considerations for the impact on social functioning.
ADHD, for example, is grouped in the DSM-5 with
neurodevelopmental disorders; research has supported a strong
biological basis for this disorder as well as for others found in
this classification (see “Exceptionalities” in Week 11 of this
course). However, because the expression of ADHD often
includes behaviors that can be disruptive to the child’s social
environment, it will be included with the topics for this week.
Other disorders addressed this week are those now included in a
new chapter of the DSM-5: disruptive, impulse-control, and
conduct disorders. This new grouping of diagnoses reflects a

4. recognition of the similarities of these diagnoses—all of these
are associated with an intrusion upon the rights, property, or
physical safety of others. In addition, individuals with these
disorders generally act against societal expectations and norms
and show a significant inability to control behavioral or
emotional impulses. Disruptive, Impulse-Control, and Conduct
Disorders This new DSM-5 chapter includes oppositional
defiant disorder, intermittent explosive disorder, conduct
disorder, antisocial personality disorder (also listed in the
personality disorders chapter), pyromania, kleptomania, other
specified disruptive, impulse-control, and conduct disorders,
and unspecified disruptive, impulse-control, and conduct
disorders. Two of these diagnoses are new to the DSM-5: other
specified disruptive, impulsecontrol, and conduct disorders, and
unspecified disruptive, impulse-control, and conduct disorders.
These take the place of disruptive behavior disorder NOS in the
DSM-IV, which has been removed. Both of these diagnoses
represent significant clinical distress or impairment based on
criteria for disruptive, impulse-control, and conduct disorders,
but do not meet full criteria for a specific diagnosis in this
class. Clinicians should use other specified disruptive, impulse-
control, and conduct disorders and add the specific reason for
the more general diagnosis (e.g., falling short of duration or
frequency criteria). The latter diagnosis—unspecified
disruptive, impulse-control, and conduct disorders—is used
when clinicians cannot (or choose not to) identify reasons for
the inability to make a more specific diagnosis, yet clearly
observe multiple criteria from the disruptive, impulse-control,
and conduct disorder classification. The following is a summary
of key changes to diagnostic criteria for this group of disorders.
Oppositional Defiant Disorder © 2014 Laureate Education, Inc.
Page 2 of 2 Criterion A has been revised in several ways. First,
the symptoms have been grouped into categories relating to
mood, behavior, and malicious intent. Second, the duration,
persistence, and frequency requirements have been more clearly
described, with considerations made for differences related to

5. age, developmental level, gender, and culture. Lastly, a severity
rating associated with pervasiveness has been included in the
specifiers for this disorder. Intermittent Explosive Disorder The
criteria for this diagnosis have been considerably revised in the
DSM-5. Criterion A has been expanded with more specific
detail added, including the inclusion of verbal aggression and
nondestructive aggressive behavior. Language has also been
added regarding intensity and frequency of the outbursts that
are key components of this diagnosis. In addition, the minimum
age for this diagnosis is now 6 years old; this change helps to
distinguish the diagnostic criteria from normal temper and
behavioral variations in very young children. Conduct Disorder
The DSM-5 criteria for a conduct disorder diagnosis is similar
to that found in the DSMIV. However, an important addition has
been made: The DSM-5 includes a specifier for observed
limitations in socially appropriate emotional response. This may
be exemplified by deficits in empathy, remorse, or guilt. This
may also be reflected in a general lack of concern over impact
of behaviors and decreased expressive affect.
Neurodevelopmental Disorders This group of disorders is
covered more thoroughly in Week 11 of this course. However,
one of the disorders from this group frequently has a disruptive
component to it and is, therefore, included in this week.
Attention-Deficit/Hyperactivity Disorder(ADHD) Though the
basic diagnostic criteria for ADHD is very similar in the DSM-
5, there are a number of key differences from the DSM-IV,
including stage-related examples to aid in diagnosis in
childhood, adolescence, and adulthood. One of the key changes
has been to raise the identification of symptomology from
before age 7 to before age 12 and to use a single diagnosis with
specifiers rather than several related diagnoses in a group.
Specifiers replace prior subtypes, identifying the predominant
presenting symptomology. Specifiers are also now used to
reflect severity of impairment of functioning. Reference: •
American Psychiatric Association. (2013). Highlights of
changes from DSM

6. For this Discussion, review each of the clips in the media
Disruptive Behaviors Part One and think about your reactions to
the behavior exhibited in the media. Select one particular child
or adolescent in the media and think about how your reactions
to that child’s or adolescent’s behavior might impact a
therapeutic relationship with that child or adolescent. Also,
consider how you might transform any negative reactions you
may have to the child or adolescent you selected to an
appropriate therapeutic response.
Reactions to Disruptive Behaviors
a brief description of the disruptive behavior you selected and
explain
one
way your reactions might positively or negatively influence the
development of a therapeutic relationship with that child or
adolescent. Then, explain
one
way you might transform a negative reaction into an appropriate
therapeutic response and how. Be specific and use examples.
Be sure to support your postings and responses with specific
references to the week’s resources.