Links & Resources
WeRKids
http://werkidsmentalhealth.ca/mental-health/conduct-disorders/
Practical Solutions
http://www.safeandcivilschools.com
Information on CD
http://www.nrlc-group.net/healthResources/conductDisorder.php
Strategies to Work with Students with CD
http://havasu.k12.az.us/public_forms/parent_information_network/behavior/BR23%20Strategies%20to%20Work%20with%20Students%20with%20Oppositional%20Defiant.pdf
http://werkidsmentalhealth.ca/mental-health/conduct-disorders/
Practical Solutions
http://www.safeandcivilschools.com
Information on CD
http://www.nrlc-group.net/healthResources/conductDisorder.php
Strategies to Work with Students with CD
http://havasu.k12.az.us/public_forms/parent_information_network/behavior/BR23%20Strategies%20to%20Work%20with%20Students%20with%20Oppositional%20Defiant.pdf
Definitions & AB Education Code"Conduct disorder is a condition characterized by a persistent pattern of behaviour in which the basic rights of others are ignored. Children and teens with conduct disorder tend to be impulsive and behave in ways that are socially unacceptable and often dangerous. Children with conduct disorder have four main types of chronic and persistent behaviour: aggressive conduct; property damage or theft; lying; and serious violations of rules. Conduct disorder may be a result of genetics, chaotic home environments, the child's temperament, physical causes or neurological factors. Conduct disorder is treated through counselling, usually focused on developing appropriate behaviour and coping skills, and sometimes medications.
Conduct disorder may occur with other conditions such as attention deficit/hyperactivity disorder or depression; there are correlations between conduct disorder and oppositional defiant disorder. Students with conduct disorder generally exhibit more severe forms of chronic behaviour than students with oppositional defiant disorder. Many young children with oppositional defiant disorder may develop conduct disorder as they get older. Mild forms of conduct disorder tend to improve as the child grows older; however, without intervention conduct disorder can lead to school failure, injuries, teenage pregnancy, mental health issues and conflict with the law." (Learn Alberta) Code:42 |
Characterisitics & BehavioursCategories
-Aggression to People and Animals -Destruction of Property -Deceitfulness or Theft -Serious violation of Rules Behaviours -Often bullies, threatens, or intimidates others. -Often initiates physical fights. -Has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun). -Has been physically cruel to people. -Has been physically cruel to animals. -Has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery). -Has forced someone into sexual activity. -Has deliberately engaged in fire setting with the intention of causing serious damage. -Has deliberately destroyed others’ property (other than by fire setting). -Has broken into someone else’s house, building, or car. -Often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others). -Has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery). -Often stays out at night despite parental prohibitions, beginning before age 13 years. -Has run away from home overnight at least twice while living in the parental or parental surrogate home, or once without returning for a lengthy period. -Is often truant from school, beginning before age 13 years. Physical aggression is a trademark of children with Conduct Disorder, and this is what differentiates this disorder from ODD |
StrategiesSimilar to strategies that come with students with ODD
Choice
When appropriate, give the student a a choice (e.g., “Do you want to work at your desk or on the carpet?”). Seating Arrangements
The physical placement of the student with conduct disorder should be chosen carefully (e.g., who to sit beside, physical distractions, room to move, proximity to the teacher). Pathways
Create clear pathways in the classroom, eliminating the need to step over students things or between people. One at a Time
Make one request at a time, using a quiet voice and, when in close proximity, using eye contact. |