DISRUPTIVE

DISORDERS
Prepared by:
Leidelyn A. Emock
1. CONDUCT DISORDER A
persistent behavior that violates
social norms, rules, laws and the
rights of others. These children
have significantly impaired
abilities to function in social,
academic or occupational areas.
S/S: aggression to people and
animals, destruction of property,
deceitfulness, theft and serious
violation of rules.
ETIOLOGY: genetic vulnerability, environmental
adversity and factors like poor coping
Risk factors: poor parenting, low academic
achievement, poor peer relationships and low self-
esteem
Treatment: Early intervention and geared towards
developmental age, individualized and parental
support; medications only as last option and for
aggression (Antipsychotics- Risperidone (Risperdal);
mood stabilizers)
2. OPPOSITIONAL DEFIANT DISORDER- an enduring pattern
of uncooperative, defiant, disobedient and hostile behavior
toward authority figures without major antisocial violations.
Children with ODD have limited abilities to associate
between their behavior and the consequences of behavior
due to a reduction in rewards and punishments.
Treatment for ODD is proper parent management training
models of behavioral interventions.
 NEURODEVELOPMENTAL DISORDERS:
1. AUTISM SPECTRUM DISODERS:
The child with ASD has severe impairments in social
interactions and communication skills, often accompanied
by stereotypical behavior, interests, and activities. The
stress on the family can be severe, owing to the chronic
nature of the disease. The severity of the impairment is
evident in the degree of responsiveness to or interest in
others, the presence of associated behavioral problems
(e.g., head banging), and the ability to bond with peers
2. ATTENTION DEFICIT HYPERACTIVITY DISORDER
Individuals with attention deficit hyperactivity disorder (ADHD) show
an inappropriate degree of inattention, impulsiveness, and
hyperactivity. Some children can have attention deficit disorder without
hyperactivity (ADD). In order to diagnose a child with ADHD symptoms
must be present in at least two settings (e.g., at home and school) and
occur before age twelve. In adults, fewer symptoms are necessary to
gain a diagnosis
• Children with ADHD are often diagnosed
with comorbid disorders such as
oppositional defiant disorder or conduct
disorder. The behaviors and symptoms
associated with ADHD can include
hyperactivity, difficulty taking turns or
maintaining social relationships, high levels
of impulsivity, poor social boundaries,
intrusive behaviors, or frequently
interrupting others. Those with inattentive
type of ADHD may exhibit high degrees of
distractibility and disorganization; they may
be unable to complete challenging or
tedious tasks, become easily bored, lose
things frequently, or require frequent
prompts to complete tasks.
• Paradoxically, the mainstay of treatment for ADHD is the use of
psychostimulant drugs.
• Responses to these drugs can be dramatic and can quickly
increase attention and task-directed behavior while reducing
impulsivity, restlessness, and distractibility (Lehne, 2010).
• Methylphenidate (Ritalin) and amphetamine salts (Adderall) are
the most widely used psychostimulants because of their relative
safety and simplicity of use. As with any controlled substance,
however, there is a risk of abuse and misuse, such as the sale of
the medication on the street or the use by people for whom the
medication was not intended.
3. Intellectual development disorders (IDD),
previously called mental retardation, are disorders
that are characterized by deficits in three areas.
• The first, intellectual functioning, is characterized
by deficits in reasoning, problem solving, planning,
judgment, abstract thinking, and academic ability
as compared to same-age peers.
• The second, social functioning, is impaired in terms
of communication and language, interpreting and
acting on social cues, and regulating emotions.
• Finally, practical aspects of daily life are impacted
by a deficit in managing age-appropriate activities
of daily living, functioning at school or work, and
performing self-care.
ASSESSMENT GUIDELINES
Intellectual Development Disorders
• 1. Assess for delays in cognitive and physical development or lack of ability to
perform tasks or achieve milestones in relation to peers. Gather information from
family, caregivers, or others actively involved in the child’s life.
• 2. Assess for delays in cognitive, social, or personal functioning, focusing on
strengths and abilities.
• 3. Assess for areas of independent functioning and the need for
support/assistance to meet requirements of daily living (examples are hygiene,
dressing, or feeding).
• 4. Assess for physical and emotional signs of potential neglect or abuse. Be aware
that children with behavioral and developmental problems are at risk for abuse.
• 5. Be knowledgeable about community resources or programs that can provide
family and caregivers with the needed resources and support to meet the child’s
need for intellectual and social development and the family’s need for education
and emotional support.