Differential Disease Diagnosis

Disruptive Behavior Disorders. Oppositional defiant disorder (ODD), conduct disorder (CD), and attention deficit hyperactivity disorder (ADHD) form a cluster of childhood disorders considered to be “disruptive behavior disorders” (American Psychiatric Association, 2004). Although most violent adolescents have more than one mental disorder and they may have internalizing disorders, for example depression or substance abuse, there appear to be increasingly higher rates of physical aggression found in these adolescents who experience disruptive behavior disorders than for those with other mental disorders. The fact that violent juvenile offenders are more likely to have these diagnoses is not surprising, because impulsive and/or aggressive behaviors are part of their diagnostic criteria. Additionally, there is relatively high co-morbidity with substance abuse disorders, which are also associated with juvenile violence (Moeller, 2001). Individuals with conduct disorder have the following features but this list is not inclusive for example they may have little empathy and little concern for the feelings, wishes, and wellbeing of others, respond with aggression, may be callous and lack appropriate feelings of guilt re remorse, self-esteem may be low despite a projected

Case 15.1 discusses Bobby Jones, a nine-year-old African American boy. He is in the fourth grade at Lewiston Elementary School. He is being raised by his mother Susan and has five siblings. Recently, Bobby’s teacher, Ms. Matthews has had some concerns regarding his behavior. She stated that he is disruptive, never completes his work and that he is very negative when it comes to school (Pomeroy, 2015). Based off of the information provide in case 15.1, Bobby presents with many of the symptoms and behaviors that are consistent with Oppositional Defiant Disorder (F91.3), and the severity is moderate. According to the Diagnostic and Statistical Manual of Mental Disorders, DSM-5, ODD involves a frequent pattern of angry/irritable moods, vindictiveness,

Oppositional Defiant Disorder (ODD) is when a child develops a pattern of disobedient, hostile, and defiant behavior toward authority figures. All children are oppositional from time to time (particularly when tired, hungry, stressed or upset) and they will argue, talk back, disobey, and defy parents, teachers, and other adults. These behaviors are a normal part of development for very young children, but parents generally notice symptoms of ODD by age 8 when the behaviors have not improved. By about age 8, the openly uncooperative and hostile behavior may be ODD when it is so frequent and extreme when compared with other children of the same age and when it affects the child's social, family, and school life. The causes of ODD are unknown,

When children display defiant behavior and argue with adults it can be a nightmare for parents. How can parents tell if the defiant behavior is a part of normal development or something more? The something more is Oppositional defiant disorder commonly known as ODD. Oppositional defiant disorder has “enduring patterns of negativistic, disobedient, and hostile behavior toward authority figures, as well as an inability to take responsibility for mistakes, leading to placing blame on others” (Sadock, M.D. & Saddock, M.D., 2007).

Oppositional defiant disorder (ODD) is one of a group of behavioral disorders in the disruptive behavior disorders category. Children who have these disorders tend to be disruptive with a pattern of disobedient, hostile, and defiant behavior toward authority figures. These children often rebel, are stubborn, argue with adults, and refuse to obey. They have angry outbursts, have a hard time controlling their temper, and display a constant pattern of aggressive behaviors. ODD is one of the more common mental health disorders found in children and adolescents (AACAP, 2009). It is also associated with an increased risk for other forms of psychopathology, including other disruptive behavior disorders as well as mood or anxiety problems (Martel,

In order for someone to be diagnosed with Conduct Disorder, they must meet all the criteria A through C, and Criteria A clearly states that a client must have experience 3 of the 15 statements listed in the DSM-V, within the last 12 months. The behaviors include aggression toward people and animals, destruction of property, deceitfulness and stealing, and other serious violations of rules. Eddies actions do not fit into this criteria since he is not aggressive or bullying classmates or friends, and although his parents have stated that he “demolished” the kitchen or living room, it is clear he is not violent or prone to lying and stealing. The only blatant disregard for rules that could be considered dangerous was when Eddie ran out of the house and wandered into the street until someone returned him home. However, that occurred when he was four years old, not in the last 12 months. Eddie does not fit into Criteria A due to a lack of violent nature. Criteria B states that the individuals behaviors cause a significant impairment in social, academic or occupational functioning, however, since Eddies behaviors do not fit into Criteria A, this does not apply. Lastly, Criteria C states that if the client is 18 years or older, they do not meet the criteria for antisocial personality disorder, which also doesn’t apply to Eddie. It is clear after looking through all Criteria A-C, Eddie does not have conduct disorder.

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

Jayden King Jr. is a seven-year-old boy who was diagnosed as emotionally disturbed in 2014. Jayden requires a 1:1 crisis paraprofessional because he exhibits an inappropriate and disruptive behavior on a daily basis. Based on the Antecedent-Behavioral-Consequence Chart, there were several noted incidences where Jayden has had tantrums, was non-compliant, wandering and physically abusive. When redirected, Jayden will make loud vocalizations, kicking, screaming and throwing himself on the floor. The behavior that will be targeted for remediation is his defiant behavior. Defiance is defined as the refusal to obey and follow a directive of someone of authority or opposing force. The apparent triggers that affect Jayden’s

Oppositional Defiant Disorder (ODD) is one of the most prevailing and expensive mental health problems for children and teen agers. Approximately 5% to 10% of 8 to 16 year-olds present with ODD behavior problems ( Erford,et al. 2013). Oppositional Defiant Disorder is part of the disruptive behavior disorders (DBD) group, given this name because those who are diagnosed disrupt people in their environment. According to the American Academy of Child & Adolescent Psychiatry from 2013, physicians define ODD as “ a pattern of disobedient, hostile, and defiant behavior directed toward authority figures. Children and adolescents with ODD often rebel, are stubborn, argue with adults, and refuse to obey. They have angry outbursts and have a hard

Opposition Defiant disorder, also known as (ODD), can be classified as disruptive behavior disorder (DBD). This type of disorder represents a persons inability to control their emotions or behaviors. Individuals diagnosed with ODD tend to be hostile, vindictive, and may display irritability. Adolescents with Odd tend to display a pattern of angry outburst, arguments, disobedience, etc. toward other individuals such as parents, teachers, classmates, friends, or other authority figures. Symptoms of ODD tend to decrease as adolescent’s age, and problems generally are not long lasting.

For one to understand Oppositional Defiant Disorder (ODD) it is important to examine the criterion that place this disorder within the realm of Disruptive, Impulse-Control, and Conduct Disorders. The American Psychiatric Association note in the Diagnostic and Statistical Manual of Mental Disorders (2013) that, “[these] disorders include conditions involving problems in the self-control of emotions and behaviors. [They] are unique in that these problems are manifested in behaviors that violate the rights of others and/or bring the individual into significant conflict with social norms and authority figures (p. 461).”

Children who consistently display behavioral problems in the home and within a social context (Dunsmore, Booker, & Ollendick, 2013) characterize oppositional defiant disorder (ODD). According to Dunsmore, Booker, and Ollendick (2013), the widespread cases for ODD are “1 percent to 13 percent in children at the age of 6-17 years” (p. 444). Children with ODD have frequent explosive episodes of opposition, disputation, and antagonist behaviors that upset intercommunications with like-aged children, their own parents, and siblings (Dunsmore, et. al., 2013). Other evidence of ODD involves rage, quick agitation, and becoming nasty or revengeful (Dunsmore, Booker, Ollendick, & Greene, 2016). Oppositional defiant disorder links these children with the incapability to express feelings, connect and manage intimate relationships, and work within a team environment (Dunsmore, et. al., 2013). Children displaying behavioral problems lack the “parental emotional communication called emotion coaching than mothers of children without conduct problems” (Dunsmore, et. al., 2013, p. 445). However, once mothers of children with ODD undertake emotion coaching, then positive connections with others appear to surface for these children (Dunsmore, et. al., 2013). Therefore, integrating methods for “parental emotion coaching with evidence-based treatment programs” for troublesome behavioral disorders are likely to ameliorate

Children with Oppositional Defiant Disorder (ODD) can be very unpredictable and difficult to care for. A child with ODD displays ongoing hostility, defiance, and uncooperative behavior toward authority figures (American Academy of Children and Adolescent Psychology, 2011). This makes everyday life extremely difficult for both the child and the caregivers. Understanding how to reduce behaviors of hostility, defiance, and uncooperativeness in children with ODD will reduce the number of defiant episodes the child experiences. The reduction of defiant episodes will greatly benefit both the child and the caregivers in day to day life by increasing the child’s willingness to cooperate and obey authority figures.

Kress and Paylo (2015) emphasize that the criteria for conduct disorder includes persistent unruly conduct, impetuous of self-control, emotional outburst, and a blatant disregard to, or for others, just to mention a few. These features are seen primarily in Children and adolescents whom have been diagnosed with CD. Also, Empirical research has noted that “Persistent disruptive behavior is a product of multiple interacting elements and includes biological, environmental, and psychological influences”

Robert required verbal prompting and redirection to participate in the session. Robert stated, stated, being teased, rejection and being yelled at. Robert stated some times. Robert stated that he gets angry mostly at school because the other kids are meet to him and always telling on him. Robert stated, being teased, being yelled at and being punished. Robert stated, yelling screaming, making threats and using profanity. Robert required verbal prompting to complete the worksheet. Robert stated, sweating headache, feeling tense and scared. Robert stated, asking for time out, walking away for the situation, or telling someone else about the situation and drawing. Robert stated that he has a difficult time controlling his anger at home and in