Talk:Evidence-based assessment/Oppositional defiant disorder (disorder portfolio)

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Prediction Phase

 * Pending OSF access -- PDF of CABI and Strengths and Difficulties Questionnaire

Prescription Phase
Previous information below: Structured Diagnostic Interview Available online: KSADS Helps to assess potential comorbidity. Standardized intelligence test (e.g., WASI, WISC****) and academic achievement screener (e.g., WRAT, WIAT, WJ cog****) Developmental and medical history obtained through clinical interview Observational analogues, including parent-child interactions – examples: Child’s Game: child directed play Parent’s Game: parent directed play Clean Up: clean up task in which parent instructs child to clean up specific toys Parent observation measures E.g., Parent Daily Report Level of functional impairment or adaptive disability determined through interviews or ratings E.g., Child and Adolescent Functional Assessment Scale Age of onset of conduct problems established through clinical or structured interviews with parent or youth Helps determine developmental pathway, which has implications for the “three P’s”. Helps determine temporal ordering of potential comorbid disorders (e.g., did anxiety problems precede conduct problems, or vice-versa?), which also has implications for “three P’s” Stage 3: Broader social and environmental context should be assessed. E.g., Neighborhood Questionnaire, Community Interaction Checklist, Things I Have Seen and Heard Assessment of social informational processing could yield important information relevant to the “three P’s” E.g., Intention-Cue Detection Task Parental/personal adjustment assessment to assess for familial risk factors E.g., Antisocial Behavior Checklist Further assessments specific to the symptomatology of the child or adolescent should be conducted E.g., assessments specific to fire-setting behaviors
 * Stage 2:

Additional notes:

Covert conduct problem behaviors are difficult to assess, and the clinical utility of some innovative observational paradigms needs to be demonstrated. McMahon & Frick (2005) point to the “recent proliferation of research concerning girls and CP (p. 496) and suggest that this emerging research “should facilitate the development of evidence-based guidelines that are applicable to girls in the near future.” For the time being, they recommend following the same guidelines for girls as for boys, with the addition of a measure of relational aggression in girls.

Questions?
This page is much less developed than the CD one.

There is debate about whether to merge them into one "Disruptive Behavior" page.


 * Need to incorporate ICD-11.
 * Need to add parenting measures.
 * Probably should mention DMDD?
 * Need to mention other interviews from CD page -- and get feedback about MINI-KID and KSADS for CD?

More soon... Eyoungstrom (discuss • contribs) 12:56, 23 April 2019 (UTC)