Conduct Disorder
Definition:
"Conduct disorder is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored. Children and teens with conduct disorder tend to be impulsive and behave in ways that are socially unacceptable and often dangerous. Children with conduct disorder have four main types of chronic and persistent behaviour: aggressive conduct; property damage or theft; lying; and serious violations of rules. Conduct disorder may be a result of genetics, chaotic home environments, the child’s temperament, physical causes or neurological factors. Conduct disorder is treated through counselling, usually focused on developing appropriate behaviour and coping skills, and sometimes medications. Conduct disorder may occur with other conditions such as attention deficit/hyperactivity disorder or depression; there are correlations between conduct disorder and oppositional defiant disorder. Students with conduct disorder generally exhibit more severe forms of chronic behaviour than students with oppositional defiant disorder. Many young children with oppositional defiant disorder may develop conduct disorder as they get older. Mild forms of conduct disorder tend to improve as the child grows older; however, without intervention conduct disorder can lead to school failure, injuries, teenage pregnancy, mental health issues and conflict with the law." (Learn Alberta, 2016).
Code 42
"Conduct disorder is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored. Children and teens with conduct disorder tend to be impulsive and behave in ways that are socially unacceptable and often dangerous. Children with conduct disorder have four main types of chronic and persistent behaviour: aggressive conduct; property damage or theft; lying; and serious violations of rules. Conduct disorder may be a result of genetics, chaotic home environments, the child’s temperament, physical causes or neurological factors. Conduct disorder is treated through counselling, usually focused on developing appropriate behaviour and coping skills, and sometimes medications. Conduct disorder may occur with other conditions such as attention deficit/hyperactivity disorder or depression; there are correlations between conduct disorder and oppositional defiant disorder. Students with conduct disorder generally exhibit more severe forms of chronic behaviour than students with oppositional defiant disorder. Many young children with oppositional defiant disorder may develop conduct disorder as they get older. Mild forms of conduct disorder tend to improve as the child grows older; however, without intervention conduct disorder can lead to school failure, injuries, teenage pregnancy, mental health issues and conflict with the law." (Learn Alberta, 2016).
Code 42
What can I do in the classroom?
- Develop empathy with the student and understand that you are not the cause of defiance, but rather an outlet for it.
- It is important to remain objective when interacting with the student.
- Identify skills or attributes that you can reinforce.
- Remain positive; give praise and positive reinforcement when the student demonstrates flexibility and/or co-operation.
- Be approachable and act as a positive role model.
- Display classroom rules and a daily schedule so the student knows what to expect. Add visual cues to the rules to provide for students who may have literacy difficulties. Prioritising rules for the student is also useful.
- Consistency of application of agreed rules by all stakeholders in the school is needed with students with CD. Rules need to be realistic, specific, consistent and proactive.
- Differentiate learning and teaching.
- Programmes that deal with anger management and foster emotional intelligence may be effective.
- It is important to work in partnership with parents and/or carers.
- Put a reward system in place where the student values the outcome.
- Set targets for behaviour and learning that are specific, measurable, attainable, relevant and within a timescale (SMART).
- Create workstations where the student can listen to his/her choice of music for example and work independently. Earphones with controlled volume can be used to avoid disruption to the rest of the class.
Strategies at each phase:
1. Calm:
2. Trigger:
3. Agitation:
4. Acceleration:
–using sudden or quick responses
–using sarcasm: “You may think you are in preschool…”
–becoming defensive and argue
5. Peak:
6. De-escalation
–denial
–blaming others
–minimization of problem
7. Recovery
1. Calm:
- Arrange for high rates of successful academic & social engagements.
- Use positive reinforcement.
- Teach social skills.
- Problem solving.
- Relaxation strategy.
- Self-management.
- Communicate positive expectations.
2. Trigger:
- Pre correction: Anticipate when it will happen and provide cues for appropriate behaviour
- Social Skill Training in area of recognizing and dealing with triggers
3. Agitation:
- Provide assurance and extra time
- Permit movement or use movement tasks
- Provide choices
- Use relaxation
- Permit preferred activities (with clear boundaries)
- Use teacher proximity
- Involve the student as appropriate
4. Acceleration:
- Do NOT engage the student by
–using sudden or quick responses
–using sarcasm: “You may think you are in preschool…”
–becoming defensive and argue
5. Peak:
- School/emergency procedures
- Safety issue
- Remember that it will usually run its course
- Follow-up and debriefing
- Tracking (records)
6. De-escalation
- The student is facing
–denial
–blaming others
–minimization of problem
- Give the student time to cool down
7. Recovery
- Proximity away from other students and adults (provide space for the student)
- Don’t force the student to talk, to look you in the eye, admit mistakes as they could escalate into the peak phase again
- Debrief
–Debriefing facilitates transition back to classroom without further negative consequences
–Debriefing follows consequences for problem behaviour
–The goal is to increase more appropriate behaviour
Resources/Links:
http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html
http://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/conduct-disorder/tips-learning-and-teach
http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiance-non-complianc
http://www.learnalberta.ca/content/inmdict/html/conduct_disorder.html
http://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/conduct-disorder/tips-learning-and-teach
http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiance-non-complianc
ebp_conduct_disorder.pdf | |
File Size: | 2168 kb |
File Type: |