Evidence-based assessment and intervention for oppositional defiant disorder and conduct disorder in school psychology
- Publisher:
- Springer, Cham
- Publication Type:
- Chapter
- Citation:
- Handbook of Australian School Psychology, 2017, pp. 331-347
- Issue Date:
- 2017-01-31
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| 19939742_9598470640005671.pdf | Published version | 389.76 kB |
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Disruptive behaviour disorders (DBD’s) are highly prevalent childhood psychological disorders associated with pervasive impairment. They can affect the individual’s social adjustment and educational achievement, disrupt family harmony, place strain on resource-limited learning environments, impact juvenile justice systems and challenge wider society. This chapter reviews, from an international perspective, the theoretical underpinnings of DBDs including diagnostic systems, aetiological factors and current controversies in the literature. Commonly used assessment measures are discussed for both universal and selective screening of at-risk school populations and individual assessment of indicated youth. This is followed by a synopsis of evidence-based interventions, which are considered the gold standard in treating youth with externalising disorders in schools. The chapter concludes with a case study illustrating some of the challenges associated with the implementation of these types of interventions.
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