Oppositional Defiant Disorder and Conduct Disorder in Childhood

Newly updated, this is a comprehensive guide to ODD and conduct disorder (CD) in children aged 3-14 for professionals, students, and researchers.

• Summarizes the most important empirical knowledge across a broad array of topics, with a focus on the latest research and meta-analyses, as well as high-quality older studies
• Includes revised diagnostic conceptualizations for ODD and CD from DSM-V and the upcoming ICD-11 classification systems, with particular attention to similarities, differences, and information about an angry-irritable subtype for ODD
• Provides updated reviews of biological and social-cognitive risk and protective factors and the evidence base for relevant treatment and prevention procedures
• Describes best practices for assessment, treatment, and prevention for children and their families, based on the clinical and research work of the well-respected author team

Walter Matthys is Professor Emeritus in the departments of Education and Pedagogy and Clinical Child and Family Studies at Utrecht University, The Netherlands. His clinical work as a child and adolescent psychiatrist was based at the Department of Child and Adolescent Psychiatry at University Medical Centre Utrecht. He is an Associate Editor of the Journal of Abnormal Child Psychology. His publications have addressed neurocognitive and social cognitive characteristics in children with aggressive behavior, especially children with oppositional defiant disorder and conduct disorder. He has also published studies on interventions to prevent and treat these disorders.

John E. Lochman is Professor and Doddridge Saxon Chair in Clinical Psychology at The University of Alabama, USA, and directs the Center for Prevention of Youth Behavior Problems there. He is an Adjunct Professor at Duke University Medical Center, USA. He received the International Collaborative Prevention Award from the Society for Prevention Research in 2009, the 2011 Distinguished Career Award from APA Division 53, a 2013 Southeastern Conference Faculty Achievement Award, and the 2014 Award for Distinguished Service and Contributions to the Profession of Psychology from the American Board of Professional Psychology. He has published over 375 publications, which have primarily addressed contextual social-cognitive risk factors and intervention research for children with social behavior problems. He is the co-author of several books, including most recently Cognitive Behavioral Interventions for Emotional and Behavioral Disorders: School-based Practice (2009), Helping School Children Cope with Anger: A Cognitive-Behavioral Intervention (second edition, 2011), and Specialty Competencies in Clinical Child and Adolescent Psychology (2012).

About the Authors ix

Foreword xi

Preface xv

1 Behaviors and Disorders 1

2 Developmental Perspectives 13

3 Basic Issues on Etiology 29

4 Individual Characteristics 37

5 Environmental Characteristics 67

6 Clinical Assessment 101

7 Intervention and Intervention Development 125

8 Behavioral Parent Training 139

9 Cognitive Behavioral Therapy 153

10 Pharmacotherapy 173

11 Multicomponent Intervention 183

12 Factors which Influence Intervention Delivery and Outcomes 201

References 227

Index 311

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