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Teacher Descriptions of Oppositional Defiant Disorder and Bully-Victim Behavior Among Middle School Male StudentsHeller, Randy 01 January 2018 (has links)
While current psychological theory and research suggest conceptual associations between bullying and behavioral disorders, there is a gap in the literature examining such relationships. Although contemporary theories of aggression describe emotional, social, and cognitive risk factors that are common both, associations between bully-victim patterns and ODD have not been studied to date. This exploratory study addressed this gap by surveying 27 teachers to assess their reports of aggressive behaviors and socioemotional patterns of 58 male middle school students who were identified through school investigations as involved in bullying incidents. Between-group differences for students classified as bullies, victims, or bully-victims were examined for symptoms of behavioral disorders (including ODD) and types of aggression (proactive, reactive). Measures included the Bully Behavior questionnaire, SNAP-IV, and Teacher Rating Scale. Kruskal-Wallis analyses of between-group differences indicated that, in general, bullies and bully-victims scored higher than victims on measures of behavioral symptoms and aggression but did not differ from each other on any behavioral disorders or types of aggression. Findings may reflect difficulties with measurement instruments sensitive enough to identify differences between bully and bully-victim behaviors, and with limitations to teachers' observations of students' interpersonal behaviors. Further, current school investigations do not adequately recognize bully-victim patterns. However, this study's attention to possible unique risks of behavioral disorders in bully-victim behavior patterns can inform schools, families, and communities to consider these risk factors and in their efforts to offer more effective approaches for prevention and intervention.
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Are Executive Function Difficulties Reported by Parents and Teachers Associated with Elevated Levels of Parenting Stress for Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, with and without Oppositional Defiant Disorder?McLuckie, Alan 10 January 2012 (has links)
Parents raising children with Attention-deficit/hyperactivity disorder (ADHD) experience high levels of parenting stress, especially when ADHD is accompanied by comorbid Oppositional Defiant Disorder (ADHD/ODD). Children with ADHD experience difficulties with their executive functions in such areas as inhibition control, working memory, and emotional regulation. Despite evidence linking ADHD with parenting stress, and ADHD with executive function difficulties (EFDs), there is little research exploring whether EFDs within an ADHD population are associated with parenting stress. This dissertation’s main objective is to determine whether parent-reported and teacher-reported childhood EFDs are associated with elevated levels of parenting stress. A secondary data analysis was completed on a cross-section of parent and teacher completed psychiatric assessment measures for children (n=243) diagnosed with ADHD. Measures included the Behavior Rating Inventory of Executive Function, the Conners’ Parent Rating Scale and the Parenting Stress Index, Long Form.
A number of important findings were produced; key of which was the finding that a strong association exists between parent-reported EFDs and Child Domain parenting stress. Consistent with prior ADHD research, difficulties with emotional control and inhibition were found to be potent predictors of Child Domain parenting stress. To a lesser degree, children’s difficulties with initiation and self-monitoring were associated with Child Domain parenting stress, suggesting that daily hassles pose challenges for parents, especially when the child attends a new school. Also important was the finding that parent-reported oppositionality partially mediated the relationship between EFDs with emotional control, inhibition and shift, and Child Domain parenting stress. Despite teachers’ reports that children displayed more severe behaviours than were reported by parents, teacher-reported EFDs were not significantly associated with Child Domain parenting stress, with a few exceptions. Although not a well-explored concept within the literature on ADHD and parenting stress, parental acceptance of the child emerged as source of Child Domain parenting stress and a potential focus for assessment and treatment. Findings from the current study suggest that early identification and intervention with emotional control difficulties and ODD are vital due to their strong association with clinically significant levels of Child Domain parenting stress.
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Are Executive Function Difficulties Reported by Parents and Teachers Associated with Elevated Levels of Parenting Stress for Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, with and without Oppositional Defiant Disorder?McLuckie, Alan 10 January 2012 (has links)
Parents raising children with Attention-deficit/hyperactivity disorder (ADHD) experience high levels of parenting stress, especially when ADHD is accompanied by comorbid Oppositional Defiant Disorder (ADHD/ODD). Children with ADHD experience difficulties with their executive functions in such areas as inhibition control, working memory, and emotional regulation. Despite evidence linking ADHD with parenting stress, and ADHD with executive function difficulties (EFDs), there is little research exploring whether EFDs within an ADHD population are associated with parenting stress. This dissertation’s main objective is to determine whether parent-reported and teacher-reported childhood EFDs are associated with elevated levels of parenting stress. A secondary data analysis was completed on a cross-section of parent and teacher completed psychiatric assessment measures for children (n=243) diagnosed with ADHD. Measures included the Behavior Rating Inventory of Executive Function, the Conners’ Parent Rating Scale and the Parenting Stress Index, Long Form.
A number of important findings were produced; key of which was the finding that a strong association exists between parent-reported EFDs and Child Domain parenting stress. Consistent with prior ADHD research, difficulties with emotional control and inhibition were found to be potent predictors of Child Domain parenting stress. To a lesser degree, children’s difficulties with initiation and self-monitoring were associated with Child Domain parenting stress, suggesting that daily hassles pose challenges for parents, especially when the child attends a new school. Also important was the finding that parent-reported oppositionality partially mediated the relationship between EFDs with emotional control, inhibition and shift, and Child Domain parenting stress. Despite teachers’ reports that children displayed more severe behaviours than were reported by parents, teacher-reported EFDs were not significantly associated with Child Domain parenting stress, with a few exceptions. Although not a well-explored concept within the literature on ADHD and parenting stress, parental acceptance of the child emerged as source of Child Domain parenting stress and a potential focus for assessment and treatment. Findings from the current study suggest that early identification and intervention with emotional control difficulties and ODD are vital due to their strong association with clinically significant levels of Child Domain parenting stress.
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Delinquency, hyperactivity, and phonological awareness: a comparison of ODD and ADHDPalacios, Elizabeth Diane 28 August 2008 (has links)
Not available / text
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Types of aggression used by girls with and without attention-deficit/hyperactivity disorderOhan, Jeneva Lee 11 1900 (has links)
This thesis was designed to investigate differences in aggression between girls with and
without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls
without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment
methodology was used to investigate these differences, employing mothers' reports,
teachers' reports, and a laboratory aggression analogue task (a computer game involving
simulated girls in other rooms). The results indicated that mothers and teachers saw girls with
ADHD as having much higher levels of all types of aggression assessed, including overt,
relational, proactive, and reactive aggression, than girls in the control group. On the lab task,
girls with ADHD used a strategy that involved more threatening and bragging comments, and
social exclusions of their co-players. Expected differences on some of the lab task measures did
not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with
ADHD were significantly less prosocial than girls in the control group. Where significant group
differences had been found, follow-up tests generally indicated that girls with ADHD and
comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control
group, with girls with ADHD but not ODD falling in between. In sum, these results indicate
substantial cause for concern for the concurrent and future psychosocial well-being of girls with
ADHD.
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Temperament and Personality Traits as Predictors of Preschool ODD Symptoms, Longitudinal Course, and ImpairmentZastrow, Brittany L 01 January 2014 (has links)
Oppositional Defiant Disorder (ODD) is commonly conceptualized as a disorder of negative affect and low effortful control. Currently, it is unclear whether temperament and personality traits associated with negative affect and effortful control can be useful assessment tools for identifying ODD early during development. This study examined the relationship between temperament and personality traits and ODD in a clinical sample of preschoolers. Results suggest that, at this age, temperament and personality traits of negative affect and neuroticism and effortful control and conscientiousness/agreeableness are not associated with one another. High negative affect, low conscientiousness, and low agreeableness were all specifically associated with the angry/irritable (vs. argumentative/defiant, vindictive) ODD symptom domain; however, the traits did not predict change in symptoms over time. Lastly, low conscientiousness predicted ODD-related impairment, while negative affect and agreeableness interacted to predict impairment such low agreeableness appears to be a primary pathway to impairment, and high negative affect appears to be a secondary pathway. Overall, this study suggests high negative affect, low conscientiousness, and low agreeableness are associated with ODD. Early assessment of these traits may be clinically useful in identifying children at risk for ODD, given that they may be early markers for ODD symptoms and impairment.
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Psychometric properties of a teacher semi-structured interview for childhood externalizing disorders /Hum, Mary, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Rosemary Tannock. Includes bibliographical references.
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Evaluating the predictive value of parent reports of problem behavior, measures of ADHD, and children's language development on teacher ratings of behavioral adjustment in elementary school : longitundinal findings /Jackson, Henry Gilliam. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 72-81).
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Delinquency, hyperactivity, and phonological awareness a comparison of ODD and ADHD /Palacios, Elizabeth Diane. January 2002 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.
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The connection between maternal depression, parenting, and child externalizing disordersShay, Nicole Lynn. Knutson, John F. January 2009 (has links)
Includes bibliographic references (p. 91-100).
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