Development of Disruptive Behavior Disorders: Implications for Prevention & Treatment

1. Development of Disruptive Behavior Disorders: Implications for Prevention & Treatment Marcia Jensen, Ph.D., NCSP 3/2/2010 jens0692@umn.edu

2. Plan for Presentation • What are Disruptive Behavior Disorders? • Why are DBD problematic? • What causes DBD? • Who has DBD? • What are implications for prevention & treatment of DBD?

3. What are Disruptive Behavior Disorders? • Attention-Deficit/Hyperactivity Disorder • Oppositional Defiant Disorder • Conduct Disorder • Disruptive Behavior Disorder, NOS

4. Attention-Deficit/Hyperactivity Disorder (ADHD) • ADHD-I: > 6 symptoms of inattention occurring often for 6+ months causing significant impairment in social, academic, or occupational fxning • ADHD-H-I: > 6 symptoms of hyperactivity-impulsivity for 6+ months causing significant impairment • ADHD-C: > 6 symptoms of inattention & > 6 symptoms of hyperactivity-impulsivity with impairment • Below developmental level and some symptoms before age 7

5. Oppositional Defiant Disorder (ODD) • > 4 criteria occurring often for 6+ months causing significant impairment in social, academic, or occupational fxning • Loses temper • Argues with adults • Actively defies/refuses to comply with adults’ requests/rules • Deliberately annoys people • Blames others for own mistakes/behavior • Touchy/easily annoyed by others • Angry/resentful • Spiteful/vindictive

6. Conduct Disorder (CD) • > 3 criteria occurring in 12 months, > 1 in past 6 months causing significant impairment in social, academic, or occupational fxning • Aggression to people/animals • Often bullies, threatens, or intimidates others • Often initiates physical fights • Used a weapon than can cause serious physical harm to others • Has been physically cruel to people • Has been physically cruel to animals • Stolen with confrontation • Forced someone into sexual activity • Destruction of property • Fire setting with intent to cause serious damage • Destruction of property other than fire setting • Deceitfulness or theft • Broken into someone’s house, building, or car • Often lies to obtain goods/favors (i.e., cons others) • Stolen items of nontrivial value without confrontation • Serious violations of rules • Stays out all night despite parent prohibition (before age 13) • Run away from home overnight > twice or once for lengthy period • Often truant (before age 13) • Childhood onset if > 1 symptom prior to age 10; Adolescent onset if no criteria before 10; Unspecified if age of onset unknown

7. Why are DBD problematic? • High association with comorbid psychiatric diagnosis • High association with negative life course outcomes

8. Comorbidity of DBD Ollendick et al., 2008

9. Life Course Outcomes of DBD • Higher rates of violence, arrest/conviction, substance abuse/dependence, unemployment • Poor school performance, low educational attainment • Problems with peers, social isolation • Mental & physical health problems • Violent, coercive parenting • Children with problem behaviors • De Genna et al., 2007; Farrington, 1991; Jaffee et al., 2006; Offord & Bennett, 1994; Offord, Boyle, & Racine, 1991; Temcheff et al., 2008

10. What Causes DBD? • Physiological influences • Genes • Temperament • Neurological functioning • Environmental influences • Risk factors • Protective factors

11. Developmental Trajectory of Self-Control

12. Theories on Developmental Trajectory of Aggressive Behavior • 2 pathways to later criminality • Early onset; life-course persistent • Later onset; adolescence-limited • Patterson, DeBaryshe, Ramsey, 1989; Moffitt, 1993 • 5 pathways • 2 life-course persistent groups • Early onset w/ ADHD • Middle childhood onset w/o ADHD • 2 limited duration aggression groups • High aggression subsides in middle childhood • ‘’ late teens • 1 late onset group • Loeber & Stouthamer-Loeber, 1998

13. Developmental Trajectory & Outcomes Schaeffer et al., 2003

14. Genetic Biomarkers of DBD? • Genetic studies evaluate main effects of genes (G), environment (E), and GxE interactions • Conclusive evidence of main effects for E • Some evidence of main effects for G • Within serotonin & dopamine transmitting systems, but far from definitive markers to reliably diagnose or predict treatment outcomes • Some evidence of interaction effects for GxE • Polymorphism on MAOA gene moderates impact of childhood maltreatment Moffitt et al., 2008

15. Gender Differences in DBD • Few differences in rate of conduct problems during infancy/toddlerhood • Males exhibit more conduct problems than females between the ages of 4 & 13 and post-puberty • Smaller differences between males & females around puberty • Males more likely to be on LCP trajectory; similar prevalence for AL trajectory • Lahey et al., 2006

16. Gender Differences in DBD • Differences in early childhood conduct problems may be result of differential socializing responses from adults • Keenan & Shaw, 1997 • Differential response patterns by males & females to same experience • Girls shift from physical to relational aggression • Crick & Zahn-Waxler, 2003 • Insufficient evidence to create female-specific diagnostic criteria for CD • Moffitt et al., 2008

17. Synthesis of Developmental Models • DBD associated with increased risk for negative life-course outcomes • LCP = psychopathology & is relatively uncommon (3-16%) • Worst prognosis for high stable aggression, problems associated with low & moderate stable aggression • LCP vs. AL model applies to males and females, but DBD & LCP more prevalent in males • Trajectory determined by a combination of genetic & environmental influences • There may be both main effects & interaction effects for G & E influences

18. Bronfenbrenner’s Ecological Theory

19. Risk & Protective Factors

20. Risk & Protective Factors Bloomquist & Schnell, 2002

21. Social Information Processing Theory PEER EVALUATION & RESPONSE Database Adapted from Crick & Dodge, 1994

22. Social Info Processing & Aggression • Hostile attribution bias: aggressive children more likely to attribute hostile intent to neutral interactions; linked to reactive aggression • Deficits in response selection: aggressive children generate fewer responses, have & choose more aggressive & less prosocial responses • ≈ 40% of children have SIP problems, boys and African Americans at greater risk • Lansford et al., 2006

23. Who has DBD? • Children of delinquent parents • Children of substance abusing parents • Low SES associated with increased risk for DBD • Racial/ethnic differences not observed when SES controlled • More prevalent in boys than girls; boys age 14-17 have steeper increase in delinquent behavior than girls • Girls may manifest in different ways (e.g., relational aggression) Note: These statements are summarized from data presented across many studies.

24. Prevention & Treatment • Universal • Entire population prior to onset; $ • Selected • At-risk population; $$ • Indicated/Intensive • High risk individuals showing early warning signs; $$$ • Treatment/recurrence prevention • Individuals who have already demonstrated problem to reduce symptoms/recurrence; $$$$

25. Effective Prevention Strategies • Should be based on theory about developmental course of a condition • Analyze problem • Develop intervention to enhance protective factors or minimize risk factors • Test, evaluate, & refine • Dumka et al., 1995

26. Why DBD are a good candidate for prevention? • We have a lot of information about developmental trajectories, risk, & protective factors • Largely influenced by environmental factors • Many, expensive, negative life-course outcomes associated with DBD

27. Prevention of DBD through RTI Logic Level IV Special Education IEP Determination HIGH Level III Intensive Interventions Level II Selected Interventions Intensity of Treatment Level I Universal Interventions LOW Degree of Unresponsiveness to Intervention HIGH

28. Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Multiple Tiers of Behavior Support Universal (All Students) Schoolwide, Culturally Relevant Systems of Support (75-85% of students) Adapted from: Sprague & Walker, 2004

29. Tier 3 Menu: • Assessment-based Behavior Intervention Plan • Replacement Behavior Training IN AN IDEAL WORLD: Menu of a continuum of evidence-based supports Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) • Tier 2 Menu: • Behavioral Contracting • Self Monitoring • School-Home Note • Mentor-Based Program • Differential Reinforcement • Positive Peer Reporting Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) • Tier I Menu: • Schoolwide PBS • SEL Curriculum • Good Behavior Game • Proactive Classroom • Management Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-85% of students)

30. Tier 1 for All: Recommended Complementary Services • Schoolwide Positive Behavior Support • Teach, model, and reinforce behavioral expectations in all settings • Social Emotional Learning Curriculum • Teach self-regulatory behaviors and expose students to big picture concepts • Peer Mediation Program • Teach students to reduce interpersonal conflict through mediation strategies • Proactive Classroom Management • Seating, rules, instructional activities, transitions, proactive strategy • Good Behavior Game • Classroom-based behavior management system

31. Good Behavior Game as “Behavioral Vaccine” • Provides an inoculation against the development of physical, mental or behavior disorders • e.g., antiseptic hand washing to reduce childbed fever • High need for low-cost, widespread strategy as simple as antiseptic hand washing • Little time and effort = high likelihood of use Embry, 2002

32. Good Behavior Game • Short term benefits: Improved discipline practices by teacher, decreased discipline problems, more behavioral success • Longer term benefits: Decreased smoking, substance abuse/dependence, reduced risk of development of mental health problems & later arrest • Practical considerations: Need for adoption by school personnel; monitoring & mentoring to insure effective delivery & positive outcomes; cost per child/year ≈ $200 • Estimated cost/year to deliver to all 1st & 2nd graders in WY: $1,000,000 • Anticipated savings due to reduced special education placements (5%), legal problems (2%), substance use (4%): $15-20,000,000

33. Tier 2 for Some: Evidence-Based Interventions • Behavioral contracting • Self-monitoring • Systematic school-home note system • Mentor-based support (e.g., Check & Connect; BEP) • Differential reinforcement procedures • Positive peer reporting • Group contingencies • Social skills training • Multicomponent prevention program: Early Risers

34. Early Risers • Description: • Program implemented in multiple settings • Child Skills: Weekly group to develop social skills & reading enrichment • Child Monitoring & Mentoring: Systematic monitoring of child’s academic/school functioning, goal setting/attainment strategies, reading enrichment, teacher consultation, & facilitating involvement of parents around school issues • Family Skills: Parent-focused education & skills training to enhance parent’s knowledge of child development and effective parenting strategies with special parent-child “bonding” activities • Family Support: Tailored monitoring of family functioning, goal setting/attainment strategies, assisting families in accessing community services, & intensive parent skills training

35. Early Risers • Short-term benefits: • Child improvements on academic and social/behavioral measures (greatest for most aggressive youth) • Parent improvements in disciplinary practices • Longer-term benefits: • Fewer symptoms of ODD for ER participants • Practical considerations: • Requires extensive training, technical assistance, oversight, and resources • Parent participation & level of treatment fidelity must be sufficient to achieve positive outcomes. • Cost per child/year ≈ $1750 (w/out cost of training & technical assistance included) August et al., 2002; Bernat et al., 2007; Bloomquist et al., 2008

36. Tier 3 for a Few: Functional Behavior Assessment (FBA) -Based Supports • Examination of progress monitoring data • FBA-based support • Conduct FBA to identify variables maintaining problem behavior • Alter environmental contingencies surrounding problem behavior • Weekly Replacement Behavior Training

37. Off the Pyramid, Tier 3 and Beyond: Specialized Supports for Persistent Non-responders • Special Education evaluation • Wraparound services pursued • Increase intensity of services

39. Treatments for DBD • Parent and family skills training • Multisystemic therapy • Residential Treatment • Jail

40. Parent & Family Skills Training • Description: • Parent training about effective commands, contingent reinforcement, differential attention, & time out; persistent & consistent implementation improve outcomes • Use modeling, role play, practice, & feedback in session • Specific CBT for youth targeting maladaptive social cognitive processes, improving anger control, social skills, & problem solving

41. Parent & Family Skills Training • Short-term benefits: • Reduce coercive interactions between parent & child • Consistent & effective responses to child’s behaviors • Longer-term benefits: • Reduced aggression/conduct problems • Lower parent stress & increased parental sense of self-efficacy • Practical considerations: • Need to establish good relationship with family & provide structure when teaching skills • Harder to engage families with higher number of problems • May need to begin with motivational interviewing • >$1500 for 10 sessions of therapy Bloomquist & Schnell, 2002; Offord & Bennett, 1994

42. Parent & Family Skills Training Topics • Child Behavioral Development • Teaching a child to obey • Teaching a child to follow rules • Teaching a child to avoid dishonest behavior • Child Social Development • Teaching a child social behavior skills • Teaching a child social problem solving skills • Teaching a child to cope with bullies • Promoting positive peer affiliations

43. Parent & Family Skills Training Topics • Child Emotional Development • Teaching a child to understand & express feelings • Teaching a child to think helpful thoughts • Teaching a child to deal with stress • Promoting a child’s self-esteem • Child Academic Development • Helping a child appreciate and enjoy reading • Teaching a child self-directed academic behavior skills • Being involved in your child’s schooling

44. Parent & Family Skills Training Topics • Parent Well-Being • Improving parent stress management techniques • Staying calm with a stressful child • Changing unhelpful parent thoughts • Family Relationships • Improving the parent-child bond • Improving family interactions • Developing family routings & rituals Bloomquist, 2006, 2010

45. References • August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002). The early risers longitudinal prevention trial: Examination of 3-year outcomes in aggressive children with intent-to-treat and as-intended analyses. Psychology of Addictive Behaviors, 16, 27-39. • Baker, L.A., Raine, A., Liu, J., & Jacobson, K.C. (2008). Differential genetic and environmental influences on reactive and proactive aggression in children. Journal of Abnormal Child Psychology, 36, 1265-1278. • Bernat, D., August, G.J., Hektner, J.M., & Bloomquist, M.L. (2007). The Early Risers preventive intervention: Six year outcomes and mediational processes. Journal of Abnormal Child Psychology, 35(4), 605-617. • Bloomquist, M.L. (2006). Skills training for children with behavior problems: A parent and practitioner guidebook (Rev. ed.). New York : Guilford Press. • Bloomquist, M.L., August, G. J., Horowitz, J., Lee, S.S., & Jensen, C. (2008). Moving from science to practice: Transposing and sustaining the “Early Risers” conduct problems prevention program in a community service system. The Journal of Primary Prevention. • Bloomquist, M.L., & Schnell, S.V. (2002). Helping Children with Aggression and Conduct Problems: Best Practices for Intervention. New York: Guilford Press. • Campbell, S.B., Spieker, S., Burchinal, M., Poe, M.D., & the NICHD Early Child Care Research Network (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791-800. • Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74-101. • Crick, N.R., & Zahn-Waxler, C. (2003). The development of psychopathology in females and males: Current progress and future challenges. Development and Psychopathology, 15, 719-742.

46. References • Dumka, L.E., Roosa, M.W., Michaels, M.L., & Suh, K.W. (1995). Using research and theory to develop prevention programs for high-risk families. Family Relations, 44, 78-86. • Embry, D.D. (2002). The good behavior game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273-297. • Farrington, D.P. (1991). Childhood aggression and adult violence: Early precursors and later life outcomes. In D.J. Pepler & K.H. Rubin (Eds.), Development and Treatment of Childhood Aggression (pp.5-30). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. • Jaffee, S.R., Belsky, J., Harrington, H., Caspi, A., Moffitt, T.E. (2006). When parents have a history of conduct disorder: How is the caregiving environment affected? Journal of Abnormal Psychology, 115, 309-319. • Kellam, S.G., Brown, C.H., Poduska, J.M., Ialongo, N.S., Wang, W., Toyinbo, P., Petras, et al. (2008). Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and Alcohol Dependence, 95S, S5-S28. • Lahey, B.B., Van Hulle, C.A., Waldman, I.D., Rodgers, J.L, D’Onofrio, B.M., Pedlow, S., et al. (2006). Testing descriptive hypotheses regarding sex differences in the development of conduct problems and delinquency. Journal of Abnormal Child Psychology, 34, 737-755. • Lansford, J.E., Malone, P.S., Dodge, K.A., Crozier, J.C., Pettit, G.S., & Bates, J.E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 715-724. • Moffitt, T.E. (1993). Adolescent-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674-701.

47. References • Moffitt, T.E., Arseneault, L., Jaffee, S.R., Kim-Cohen, J., Koenen, K.C., Odgers, C.L., et al. (2008). Research review: DSM-V conduct disorder: Research needs for an evidence base. The Journal of Child Psychology and Psychiatry, 49, 3-33. • Offord, D.R., & Bennett, K.J. (1994). Conduct disorder: Long-term outcomes and intervention effectiveness. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1069-1078. • Offord, D.R., Boyle, M.C., & Racine, Y.A. (1991). The epidemiology of antisocial behavior in childhood and adolescence. In D.J. Pepler & K.H. Rubin (Eds.), Development and Treatment of Childhood Aggression (pp.31-54). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. • Ollendick, T.H., Jarrett, M.A., Grills-Taquechel, A.E., Hovey, L.D., & Wolff, J.C. (2008). Comorbidity as a predictor and moderator of treatment outcome in youth with anxiety, affective, attention deficit/hyperactivity, and oppositional/conduct disorders. Clinical Psychology Review, 28, 1447-1471. • Patterson, G.R., DeBaryshe, B.D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329-335. • Schaeffer, C.M., Petras, H., Ialongo, N., Poduska, J., & Kellam, S. (2003). Modeling growth in boys’ aggressive behavior across elementary school: Links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39, 1020-1035. • Sprague, J., Cook, C.R., Browning-Wright, D., & Sadler, C. (2008). Response to intervention for behavior: Integrating academic and behavior supports. Palm Beach: LRP Publications. • Temcheff, C.E., Serbin, L.A., Martin-Storey, A., Stack, D.M., Hodgins, S., Ledingham, J. et al. (2008). Continuity and pathways from aggression in childhood to family violence in adulthood: A 30-year longitudinal study. Journal of Family Violence, 23, 231-242.

48. Schoolwide PBS Programs • Building Effective Schools Together (BEST; Sprague, 2004) • Effective Behavior and Instructional Supports (EBIS; Sugai et al., 2006) • Florida Positive Behavior Support Project (Kincaid - http://flpbs.fmhi.usf.edu/) • OSEP Technical Assistance Center - Positive Behavior Interventions and Supports (http://pbis.org/)

49. Resources on Schoolwide SEL Programs • Collaborative for Academic, Social, and Emotional Learning (CASEL) at the University of Illinois at Chicago • www.casel.org/about/index.php

50. Behavior Education Program Manuals • Crone, Horner, & Hawken (2004).Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press • Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press.