CHILDHOOD DISRUPTIVE DISORDERS

Classifications and diagnostic criteria of childhood disruptive disorders

Classifications and diagnostic criteria of childhood disruptive disorders

Introduction

Attention deficit hyperactivity disorder and oppositional-defiant disorder happen simultaneously. It is a situation that becomes visible in some kids in very early ages. These children find it hard to control their behavior and concentration. The probability of children having ADHD is about 2 to 8 percent. In a class having 26 to 31 students, one of the pupils suffers from it. Dr. Heinrich first described ADHD. A child having ADHD finds it difficult to face problems in life. Such a child should be counseled by the practitioner and should be guided to achieve his potential. ADHD often continues to prevail in the former years as well.

Oppositional Defiant Disorder (ODD onwards) is a pattern that manifests itself in a recurrent rejection of authority, which lasts at least 6 months. Usually occurs before 9 or 10 years and is defined by the presence of a behavior markedly defiant, disobedient and provocative and the absence of other acts that violate the law and the rights of others. It is common in the development of children appear in some stages of oppositional behavior, disobedience, tantrums. It is therefore necessary to define when these symptoms constitute a disorder. For this clarification should be taken into account if the frequency, repetition and intensity affect family life, school and social. The disturbance takes the form of hostile behavior, negative, disobedient and defiant aimed at authority figures known, especially within the family and school, and may not become evident to strangers.

Literature Review

Greene, Biederman, Faraone, Sienna and Garcia-Jetton (1997) used Q-achievement discrepancy methodology to identify a subset of boys with attention-deficit/hyperactivity disorder (ADHD) evidencing marked impairment in social functioning. The comparison with non-socially ADHD diagnosed boys served to establish that boys suffering from ADHD and social disabilities simultaneously had frequent mood swings and suffered extensive anxiety. In addition, these boys were also found to be vulnerable to substance abuse disorders. Boys experiencing ADHD at baseline level showed that the presence of ADHD served as a significant predictor for the development of base disorders and problems.

Greene, Biederman, Faraone, Sienna & Garcia-Jetton (1997) gave special relevance to exceptional considerations. It was established that boys with ADHD who also had social disability evidenced significantly higher rates of mood, anxiety, disruptive, and substance use disorders, compared with nonsocial disabled boys with ADHD and comparison boys without ADHD.

Researches such as those performed by Klassen, Miller & Fine (2004) contributed to the development of the understanding that impulsive kids react first and think afterwards; which is their major drawback. Such behavior leads them to trouble most of the time. They often show their feelings when they should be quiet, they give comments on others and hurt them too. In games they find it hard to wait for their turn and fight to be the number one. They don't even care about others and may even hit others and take their toys as ...