Conduct problems cont. (T3) Flashcards
What is temperament?
physiological, emotional, behavioral
responses to stimuli.
What is a “difficult” temperament?
Extremely high or extremely low emotional
reactivity.
What is high reactivity difficult temperament?
quick to cry, fussy, angry/irritable
(negative affect)
poor emotion regulation, difficulty coping
with change.
What is low emotional reactivity difficult temperament?
Need more intense stimulation to experience same
feelings.
Higher risk‐taking & sensation seeking, less
responsive to punishment
What is hostile attribution bias?
misinterpret benign intent as malicious.
What is the Coercive Parent‐Child Cycle
model (Patterson, 1992)?
Parent issues command to child. “Please go get ready for bed.” Child disregards/ignores (to “extinguish” parent command) Parent escalates nags, yells, threatens (“extinction burst”) Child escalates (e.g., tantrums) Parent withdraws command → negatively reinforces child’s tantrum! Child stops tantrum → negatively reinforces parent’s acquiescence (giving in)
Explain harsh, irritable, explosive discipline in the coercive parent-child cycle model.
yelling, threatening, grabbing, hitting
models hostile, aggressive problem‐solving
Fails to teach child prosocial behaviors
How to deal with frustration, comply, make appropriate requests
Explain inflexible, rigid discipline in the coercive parent-child cycle model.
models & conveys lack of warmth, empathy.
Explain inconsistent discipline in the coercive parent-child cycle model.
Sometimes too harsh/coercive, other times too permissive
intermittent reinforcement is very powerful!
one of the best predictors of early CPs, and of child with ODD developing CD!
Explain Developmental Cascade Model.
each problem causes new developmental
failures,
adverse context - early harsh parenting - poor school readiness - conduct problems - school failure - low parent monitoring - peer deviance - adolescent violence.
What does the assessment and diagnosis of OCD and CD emphasize?
screening early for problem behaviors.
using multiple informants parents, teachers, and children.
Standardized, normed measures (e.g., CBCL)
What is the assessment and diagnosis of OCD and CD complicated by?
overlap with normal‐range negative behaviors
E.g., tantrums, arguing, rebelliousness, lying… When is it “abnormal”?
complexity of symptoms
emotional, behavioral
overt, covert; aggression, rule violations
comorbidity & differential diagnosis
e.g., ADHD, depression, anxiety, LDs
What does prevention and treatment of conduct problems look like?
The most effective interventions are comprehensive and implemented early.
• Require the active involvement of parents, as well as the child.
• Intensive, multi‐modal approaches often work best.
• Group treatment must be careful to avoid peer contagion.
• Deviancy training
Explain the Continuum of prevention & intervention strategies (Multi‐Tiered/RTI) for conduct problems.
Primary (universal) prevention
• For all (unselected) children in a population. Often school‐based. “Vaccination”
• e.g., violence or bullying prevention programs
• Secondary (selective/targeted) prevention
• For youth (with biopsychosocial risk factors)
• Early stages high‐risk, prevent continuation of problems
• Tertiary prevention (treatment)
• Intervention for ODD/CD‐diagnosed youth
• Reduce/eliminate adverse consequences of disorder.
• e.g., Parent Management Training for ODD/CD
What is the treatment target for Parent Management Training (PMT)?
Interrupt parent‐child coercive exchanges, harsh parental discipline
Correct inadvertent parent reinforcement
& modeling of misbehavior
Teach adaptive ways to gain child compliance
