Conduct Problems & Parent Training

Conduct Problems & Parent Training

Liliana Arias and Paola Iannetta

Contents

Multicultural Considerations

DSM‑5‑TR & IDEA

RIOT

Case Study

Parent Training

Testing and Progress Monitoring

DSM-5-TR Criteria

How do you differentiate a conduct disorder from another serious emotional disability?

What stands out to you about the definition?

IDEA Classification

To qualify for Serious Emotional Disability (ED) in Colorado, a student must show:

• Chronicity: Behavior has been present for a long period of time
• Severity: Behavior occurs to a marked degree
• Educational Impact: Behavior negatively affects academic or social functioning
• Exclusionary Factors: Behavior is not primarily due to:
• Social maladjustment alone
• Environmental stressors
• Cultural differences
• Communication or learning differences

Colorado‑Specific Requirements:

• Functional Behavior Assessment (FBA) required
• Data from multiple settings
• Evidence of interventions attempted through COMTSS (Colorado Multi‑Tiered System of Supports)
• Team must rule out Social Maladjustment as the primary cause

A child with a Serious Emotional Disability (SED) shall have emotional or social functioning which prevents the child from receiving reasonable educational benefit from general education. Students with serious emotional disabilities are diverse learners with needs in the areas of:

• Social Skills Training (relationships, problem-solving, focusing, conflict resolution, self-advocating, building support systems)
• Emotional regulation training (impulse control, anger management, anxiety and depression management, coping with trauma, increasing frustration tolerance)
• Behavioral supports (functional behavior assessments, behavior intervention plans, accommodations)

What other information would you like to have about this student?

Case Study

Derek is a 15‑year‑old White male referred for counseling by his father after six months of escalating risk‑taking and aggressive behavior, including sneaking out at night, vandalizing property with peers, stealing from local stores, getting into physical fights at school and in the community, skipping class, and repeatedly lying about his activities. Teachers describe him as defiant, easily angered, and quick to escalate when redirected, with multiple suspensions for fighting and threatening peers, alongside a significant drop in academic performance. Derek reports enjoying the “adrenaline” of risky behavior, shows little remorse for harm or property damage, and minimizes concerns raised by adults. His father reports long‑standing difficulty setting limits at home and states that Derek “does whatever he wants,” with no involvement from Derek’s mother.

RIOT

Record Review

Interviews

• Discipline referrals
• Attendance patterns
• Previous evaluations

• Parents/Guardians
• Teacher(s)
• Student

Test

Observations

• Discipline referrals
• Attendance patterns
• Previous evaluations

• Structured settings (class, adult-led extracurricular activities, small groups, etc.)
• Transitions
• Unstructured settings (recess, lunch, free period, choice time, etc.)
• Peer interactions

Review of Assessment Methods

• BASC‑3 (Behavior Assessment System for Children)
• Parent, teacher, and self‑report
• Scales relevant to CD:
• Conduct Problems
• Aggression
• Externalizing Problems (behaviors directed outward)
• Helps identify patterns across settings

• Conners 3 (Conners Rating Scales, 3rd Edition)
• Parent, teacher, and self‑report
• Scales relevant to CD:
• Defiance/Aggression Conduct Problems (DSM‑aligned)
• Peer Relations
• Hyperactivity/Impulsivity (common co‑occurrence)
• Helps identify patterns across settings and differentiate:
• Conduct Disorder
• Oppositional Defiant Disorder
• ADHD‑related impulsivity
• Useful for understanding severity, consistency, and environmental triggers

Review of Assessment Methods

• Child Behavior Checklist (CBCL)
• Parent and teacher report
• Scales relevant to CD:
• Rule‑Breaking Behavior
• Aggressive Behavior
• Conduct Problems (DSM‑aligned)
• Helps identify externalizing patterns and compare home–school consistency
• Strong research base; widely used for disruptive behavior

• SDQ (Strengths and Difficulties Questionnaire)
• Parent and teacher report
• Scales relevant to CD:
• Conduct Problems
• Hyperactivity
• Peer Problems
• Brief, free, and useful for Tier 1/Tier 2 screening

Review of Assessment Methods

• FBA (Functional Behavior Assessment)
• Identifies triggers, patterns, and functions of behavior
• Uses ABC data (Antecedent, Behavior, Consequence)
• Required in Colorado for ED eligibility
• Critical for selecting effective interventions and parent‑training strategies

• Systematic Direct Observation
• ABC data, frequency, duration, latency
• Conducted across settings (classroom, recess, transitions)
• Helps determine severity, chronicity, and environmental triggers

• Behavioral Interviews
• Parent, teacher, and student interviews
• Essential for understanding context and selecting interventions

Diversity and Inclusion

Counseling and Techniques

Counseling and Techniques

Counseling and Techniques

Progress Monitoring Tools

Parent Training