Community Based Study Examples

Loona, M. I., & Kamal, A. (2011). Translation and Adaptation of Disruptive Behaviour Disorder Rating Scale. Pakistan Journal of Psychological Research, 26(2), 149-165. Retrieved from http://www.pjprnip.edu.pk/pjpr/index.php/pjpr/article/viewFile/23/16

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

To understand Nigel’s behavioral challenges, it is imperative to collect information about his behavior before the interview (Crone and Horner, 2013). Information and questions to be asked during the interviews must be those who seek to understand the cause, consequences associated with the behavior, frequency of the problems, timing and the some of the intervention strategies that have been explored. It is with the hope that Nigel opens up to during the interview to provide much information that may help find a solution to the challenges faced and further understanding the problem.

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

Oppositional Defiant Disorder, also know as ODD, is a consistent pattern of negative behavior demonstrated by a child or teenager who often argues, displays aggressive behavior, steals and/or destroys property. Parents and children with this extreme behavior disorder often are blamed and face undue, unhelpful judgement. The ODD Lifeline parenting program takes the blame away and restores parent dignity while providing real solutions to end the oppositional defiant child.

Research has shown that the holistic approach of treatment that explores the lifestyle, living environment, and parental involvement in an adolescent’s life allows a more accurate way to address specific needs. In many cases, the Oppositional Defiant Disorder behaviors have been coping mechanisms for survival which are better treated by addressing and changing the environment as opposed to psychiatric medication. The DSM system does not take into account many of the unique struggles those individuals in lower socioeconomic classes encounter either. For example, a history of being fired, or being late or absent for treatment is many times interpreted as resistance when in fact may be due to unreliable transportation, irregular shift work, and unpredictable childcare arrangements. Symptoms of acute anxiety disorder may be simply a consequence of mounting bills, missed meals or threats of eviction. Again, it is imperative that a holistic approach to clients’ unique situations be considered, something that is currently missing from the DSM system. There are revisions in the DSM 5 that do not adequately consider culture. For instance the proposed new edition of the DSM’s revamped definition of personality disorders adds dimensions based on the severity of

The article starts with the vignette, describing a behavior of a boy, who rejects teacher’s invitation to listen to a story on a rug with his classmates. Obviously, the boy described is not the only one to resist the authority of a teacher, because student defiance is a commonplace. Authors distinguish widespread milder forms of SD and Oppositional defiant disorder,

My first observation of Jaelee, she had a hard time sitting still during story time. She was running around and screaming, while her teacher Ms. Reta tried to read a story. I was told by Jaelee’s mother that she is diagnosed with ODD, which stands for Oppositional defiant disorder. Oppositional defiant disorder is a pattern of angry/irritable mood, argumentative/ defiant behavior or vindictiveness towards authority figures. I felt that the behavior I had overserved was because Jaelee has ODD. I was expecting to see Jaelee misbehave after my first observation, but I was surprised that I had not seen that type of behavior from her again.

Based on parent interviews, intakes, and the clinician’s observations during play, the following diagnoses were considered disruptive mood dysregulation disorder, intermittent explosive disorder oppositional defiant disorder, and adjustment disorder.

Oppositional Defiant Disorder is a mental disorder characterized by a “pattern of disobedient, hostile, and defiant behavior toward authority figures” (Medline Plus, 2016). According to the DSM, there are eight diagnosis criteria regarding ODD. The eight behaviors a child could display are: “frequent loss of temper, frequent arguing, frequent refusal to comply with rules and request, frequently annoys people on purpose, frequently blames other, frequently blames other people for mistakes or poor behavior, is frequently very sensitive to other's comments, or is easily annoyed by others, frequently angry or resentful, frequently cruel or retaliative” (Barkoukis, Reiss, & Dombeck, n.d.). In order for a child to receive a diagnosis of ODD, they

The Attachment, Self-Regulation, and Competency (ARC) Framework is a theoretically grounded, evidence-informed, promising practice used to treat complex trauma in children and adolescents (Arvidson, 2011). This research shows how the application of the ARC model benefits inner city youth who have been diagnosed with Oppositional Defiant Disorder. The goal of this research is to demonstrate that symptoms of ODD can be decreased by exposing inner city youth to ARC therapy over a period of time. The target population is inner city youth in Chattanooga, TN who are diagnosed with Oppositional Defiant Disorder. 50 students were chosen at random at inner city schools in the area. 25 of the youth will be exposed to the therapy, while 25 will not be exposed and serve as the control group. The 25 students will be exposed to ARC therapy over a span of 6 months. After the 6 month period, the behaviors will be rated again and compared to the control group that received no treatment. Complex trauma results from exposure to severe stressors that occur within the caregiver system or with another presumably responsible adult, are repetitive, and begin in childhood or adolescence. As a result, many of these children and adolescents experience lifelong difficulties related to self-regulation, relationships, psychological symptoms, alterations in attention and consciousness, self-injury, identity, and cognitive distortions (Lawson, 2013). Exposure to ARC therapy over a given time will lead to

The book for the class will become a starting point for talking about Oppositional Defiant Disorder, or ODD. Whitbourne and Halgin define that ODD describes children and adolescents who display angry or irritable moods, possess argumentative or defiant behavior and has vindictiveness that results in significant family or school problems (p. 249). Individuals who suffer from ODD can also be seen having these traits: they can easily and repeatedly lose their tempers, refuse orders and requests from others, and they will be deliberately trying to annoy other people around them. On key factor that individuals with ODD hold, is that they will try to blame others for their own behaviors and want other people to see them as a victim rather than the perpetrator.

Oppositional Defiant Disorder is a serious condition which educators need to know how to address for the safety of the student, the other students and teacher. In the case of Jack, the situation has become extremely serious for everyone involves which makes it extremely important for educators to have a rich understanding of the behaviors, risk factors, and potential training supports associated with ODD.

Antisocial personality disorder (ASPD), opposition defiant disorder (ODD), and conduct disorder (CD) are three distinct disorders based upon their respective diagnostic criteria in the DSM-5. If ODD and CD were mild forms of ASPD, then there would need to be causal relationship between the childhood manifestations of ODD and CD and the adult manifestation of ASPD. There is evidence of comorbidity between ODD and CD, and also evidence to suggest that children diagnosed with these disorders may go on to develop ASPD later in life; however, correlation does not equal causation. The three disorders have subtle but important differences in their associated behaviors, underlying causes, treatment outcomes, and neurological signs.

In a study conducted by Ezpeleta and colleagues (2012), the association between the different dimensions of operational defiant disorder symptoms and how they can predict comorbidity of other DSM-IV disorders was analyzed. The primary objective of the study was to focus on 3-year-old preschoolers and how the different dimensions of ODD symptoms, which include irritability, headstrong, negative affect, oppositional behavior, and antagonistic behavior, can be displayed in children and produce the likelihood of specific disorders that are linked with specific symptoms. The hypothesis was that irritability and negative affect symptoms were correlated with emotional disorders such as anxiety disorders, headstrong symptoms were linked with ADHD, oppositional and antagonistic behaviors were linked with disruptive disorders, and antagonistic behavior with mood disorders.