Evidence for developmentally based diagnoses of oppositional defiant disorder and conduct disorder

  title={Evidence for developmentally based diagnoses of oppositional defiant disorder and conduct disorder},
  author={Rolf Loeber and Kate E Keenan and Benjamin B. Lahey and Stephanie M. Green and Christopher Thomas},
  journal={Journal of Abnormal Child Psychology},
This paper compares the validity of DSM-III-R diagnoses of oppositional defiant disorder (ODD) and conduct disorder (CD) and an alternative option which is subdivided into three levels according to developmental sequence and severity: modified oppositional disorder (MODD), intermediate CD (ICD), and advanced CD (ACD). Using a sample of 177 boys followed over 3 years, both the DSM-III-R and the alternative diagnostic constructs are evaluated on three criteria: symptom discriminative validity… 

DSM-IV field trials for oppositional defiant disorder and conduct disorder in children and adolescents.

DSM-IV definitions of oppositional defiant disorder and conduct disorder are somewhat better than DSM-III-R definitions in terms of internal consistency and test-retest agreement, and the validity of the DSM-IV definition of oppositionally defiant disorder is slightly better than that of DSM- III-R.

Oppositional defiant and conduct disorder: a review of the past 10 years, part I.

Empirical findings on oppositional defiant disorder (ODD) and conduct disorder (CD) suggest that symptoms that are more serious, more atypical for the child's sex, or more age-atypical appear to be prognostic of serious dysfunction.

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This special section was organized in an attempt to provide data on issues using a diverse array of longitudinal data sets consisting of both epidemiological and clinic-based samples that collectively cover a large developmental span ranging from childhood through early adulthood.

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It is as reasonable to apply the DSM-IV nosology to preschoolers as it is to apply it to older individuals, and psychopathology appears to be differentiated among preschoolers much as it was among older children, and adolescents.

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The number and coverage of child psychopathological disorders have expanded greatly since their rather cursory representation as adjustment reactions in the first edition of the Diagnostic and

Oppositional defiant disorder and conduct disorder: a review of the past 10 years, part II.

It is apparent that there is not one single causative factor; thus it is not likely that one single modality will suffice to treat CD and future steps will involve the restructuring of diagnostic criteria to capture adequate subtypes and indicators, clarification of the neurological underpinnings of the disorder, and refinement in the models available to explain the varied pathways to DBD.

Confirmatory Factor Analyses Examining Attention Deficit Hyperactivity Disorder Symptoms and Other Childhood Disruptive Behaviors

The present study examined and compared each of these models using confirmatory factor analyses and found support for the three-factor ADHD model was obtained when the ADHD symptoms were examined in isolation, but the two-factor model of ADHD was supported when ADHD and ODD/CD Symptoms were examined together as part of a comprehensive model of disruptive behavior disorders.

The New York Teacher Rating Scale for disruptive and antisocial behavior.

The scale has utility for assessing symptoms of conduct disorder in school settings and is supported by the factors' ability to discriminate between children in the general population and those with conduct disorders.

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This paper briefly discusses the history of attention-deficit/hyperactivity disorder (ADHD) before proceeding to review and critique the recently published DSM-IV criteria for ADHD as well as the



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Evidence for a diagnostic distinction of oppositional defiant disorder (ODD) and conduct disorder (CD) is reviewed, and alternative conceptualizations and definitions for the 4th edition of the

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Two findings argue for distinguishing separate disorders in DSM-IV: (1) many youths with ODD never develop CD, and (2) CD that emerges for the first time in adolescence appears to be independent of ODD.

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This article reports the construction of editions of the Child Behavior Profile for boys aged 12-16 and girls aged 6-11 and 12- 16 years, and shows differences on all social competence and behavior problem scores.

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