Chapter
Chapter 2 Developmental Perspectives
Development and Developmental Psychopathology
Development of Behavior and Processes over Time
Development in Problematic Externalizing Behaviors
Subtypes of Disruptive Behavior Disorders
Early Starters versus Late Starters
Aggressive–Rejected versus Aggressive–Nonrejected Youths
Changes in Psychopathic Traits over Time
Developmental Models and Etiology of Disorder
Concluding Summary Points
Chapter 3 Basic Issues on Etiology
The Brain–Mind–Environment Relationship
Risk Factors and the Causation of Disorders
The Comorbidity Between ODD or CD and ADHD
Concluding Summary Points
Chapter 4 Individual Characteristics
Behavioral and Molecular Genetics
Estimates of Heritability
Gene-Environment Correlations
Gene-by-Environment Interactions
Neurobiological Characteristics
Minimal Physical Anomalies
Intelligence and Language Development
Social Information Processing and Social Problem‐Solving
Social Information Processing Model (SIP)
Response Access or Construction
Anger, Anger Regulation and Emotional Regulation
Concluding Summary Points
Chapter 5 Environmental Characteristics
Effect of the Environment on Individual Biological Characteristics
Contextual Family Factors
Contextual Community and School Factors
Environmental Factors Affect Social Information Processing
Concluding Summary Points
Chapter 6 Clinical Assessment
An Overview of the Assessment Procedure
Comprehensive Rating Scales
Initial Interview with the Parents and the Child
Hypothesis on Possible Diagnoses and Comorbidities
Interview and Observation of the Child
DSM-5 Orientated Interview with the Parents or the Child
Categorical l Diagnosis, Diagnostic Formulation, and the Treatment Plan
Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement
Concluding Summary Points
Chapter 7 Intervention and Intervention Development
The Intervention Continuum
Developmental Models and Intervention Development
Evidence-Based Interventions (EBIs)
Efficacy, Effectiveness, and Dissemination of Interventions
Mediators and Moderators of EBIs
Concluding Summary Points
Chapter 8 Behavioral Parent Training
General Characteristics of Programs and Effectiveness
Parent Management Training Oregon
Parent Management Training
Parent–Child Interaction Therapy
Positive Parenting Program
Concluding Summary Points
Chapter 9 Cognitive Behavioral Therapy
Roots in Observational Learning, Social Learning, and Developmental Theories
Early Forms of CBTs and Theories with Children
Examples of Intervention Programs for Conduct Problem Behavior
Intervention in Preschool and Early Childhood
Universal Prevention Programs
Treatment and Targeted Prevention Programs
Intervention in Later Childhood
Universal Prevention Programs
Treatment and Targeted Prevention Programs
Intervention in Early Adolescence
Universal Prevention Programs
Treatment and Targeted Prevention Programs
Concluding Summary Points
Chapter 10 Pharmacotherapy
Concluding Summary Points
Chapter 11 Multicomponent Intervention
Need for Multiple Components
Intervention in Early Childhood
Universal Prevention Programs
Treatment and Targeted Prevention Programs
Intervention in Later Childhood
Treatment and Targeted Prevention Programs
Intervention in Early Adolescence
Concluding Summary Points
Chapter 12 Factors which Influence Intervention Delivery and Outcomes
Dissemination to Real-World Settings
At the Intervention Program Level
How Much Adaptation Is Alright?
Are Booster Sessions Needed?
Can a Program Developed in One Type of Setting be Used Broadly in Clinics, Private Practice, Schools, Residential Treatment and Inpatient Settings, and Juvenile Justice Settings?
How Can Limited Parental Engagement Be Addressed, Both Clinically and in Terms of Research Effects?
How Should Comorbidity be Handled?
Will Ethnicity and Community Context Make a Difference in Program Implementation and Outcomes?
Can Children’s Interest in Technology and Internet Use be Used to Enhance Child Engagement?
At an Intervention Group Level
When Interventions to Disruptive Behavior Problem Youth are Delivered in Groups, Do Concerns about Deviancy Training Exist and How Should They Be Addressed?
At the Level of the Relationship Between the Clinician and the Child or the Parent
What Impact Does the Therapeutic Alliance Have on Outcomes?
At the Level of the Clinicians and Their Practice Settings
Do Therapists’ Skills, Attitudes, and Personalities Make a Difference in How They Implement Programs?
Do the Organizational Characteristics of the Practice Setting Make a Difference in the Implementation of Programs?
Does the Level of Intensity of Training Provided to Clinicians Have an Effect on Outcomes?
Example of Training, Clinician, and Organizational Characteristics in Dissemination
At the Level of Cost-Effectiveness of the Intervention Efforts
What Are the Costs to Society of Stable Antisocial Behavior, and are There Indications That These Programs May Be Cost Effective?
Concluding Summary Points
Oppositional Defiant Disorder and Conduct Disorder in Childhood
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
