Lonely and distressed adolescents are easy prey to alcohol abuse and drug use causing crime, as well. Substance abuse causes a number of problems for the users as well as the attached parties. It distorts the adolescent's decision making processes and makes them more rigid in what they believe other than what should be done (Turkum, 2011, pg 130).
There are a number of reasons behind substance abuse, including; to gain self-confidence, heightened power, and more energy as many believe to be the case. Peer pressure also accounts for the better part of victims of substance abuse. Teenagers will go to the extent of abusing drugs just to impress their audience.

Issues involving substance abuse are hard to resolve within families at times due to parent involvement in using the drugs. There is the need to notify Human Service professional of such cases. There are specific treatment settings set for adolescent…...

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References

Bares, C.B., Delva, J., Grogan-Kaylor, a., & Andrade, F. (2011). Personality and Parenting Processes Associated with Problem Behaviors: A Study of Adolescents in Santiago, Chile. Social Work Research, 35(4), 227-240.

Bazargan, M.; Stein, J.; Bazargan-Hejazi, S.; Hindman, D. (2010). Using the Information-Motivation Behavior to predict Sexual Behavior Among undeserved Minority Youth. Journal of School Health June 2010, Vol. 80 Issue 6, p287-295.

Brassai, L., Piko, B.F., & Steger, M.F. (2012). Existential Attitudes and Eastern European Adolescents' Problem and Health Behaviors: Highlighting the Role of the Search for Meaning in Life. Psychological Record, 62(4), 719-733.

Danielson, C., McCart, M.R., Walsh, K., de Arellano, M.A., White, D., & Resnick, H.S. (2012). Reducing substance use risk and mental health problems among sexual assault adolescent victims: A pilot randomized controlled trial. Journal of Family Psychology, 26(4), 628-635. doi:10.1037/a0028862

e., respect) to the teacher.
Conclusion

First, it would seem that the karate training in the Palermo article is a terrific idea especially when dealing with young boys, who have a lot of energy and usually respond well to athletic activities. Tightly organized basketball games, or soccer, could also be used in this same context. This is a great idea and a program worth sharing with teachers and school administrators. Secondly, the ideas presented by the first author, Ravenel, that administering behavior altering drugs, as an automatic reaction to ODD problems is wrong, have a lot of merit. And thirdly, the study using index cards in the desks of problem boys has a tremendous appeal when one assumes that these behavioral problems are not necessarily neurological or biological, but rather they are learned in their home and social environments.

orks Cited

Dunn, Susanne E., Lochman, John E., & Colder, Craig R. (1997). Social Problem-

Solving…...

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Works Cited

Dunn, Susanne E., Lochman, John E., & Colder, Craig R. (1997). Social Problem-

Solving Skills in Boys With Conduct and Oppositional Defiant Disorders. Aggressive Behavior, Volume 23, 457-469.

Mottram, Lisa M., Bray, Melissa a., Kehle, Thomas J., Broudy, Matthew, & Jenson,

William R. (2002). A Classroom-Based Intervention to Reduce Disruptive Behaviors.

Self-Efficacy and Oppositional Defiant Disorder
Oppositional Defiant Disorder

The challenges of adolescence have always loomed large for young people and for families -- for as long as adolescence has been a recognized stage in human development. A constellation of skills is needed by young people to bridge the transition from childhood dependency to adult independency (Smith, Cowie, & Blades, 1998). For some young people, the transition is especially difficult and skill development does not progress smoothly or without incidence. One of the areas in which adolescents may particularly experience difficulties is that of originating, developing, and directing purposeful goal-directed action (Zimmerman & Cleary, 2006). The umbrella term that covers these behaviors is personal agency (Zimmerman & Cleary, 2006). When these behaviors result in positive outcomes in line with an individual's intention, the behavior is deemed effective (Zimmerman & Cleary, 2006). Having confidence in one's ability to achieve according to one's desires and…...

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References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY W.H. Freeman and Company.

Bandura, A., Barbaranelli, C., Caprara, G.V., and Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.

Oppositional Defiant Disorder
The symptoms of oppositional defiant disorder as identified by the DSM have changed from DSM-4 to DSM-5. However, there has been some criticism of the new manual by physicians and psychologists, who lament the fact that Big Pharma played a substantial role in producing the manual. This point will be discussed later in the paper. For now, the symptoms as described in DSM-4 were: a demonstrated pattern (6 months or more) of negative and defiant behavior, including at least 4 of the following activities: frequent loss of temper, arguing with elders, refusal to conform to rules of elders, deliberately annoying, places blame for faults on others, testy, full of disrespect and scorn, full of spite and a desire to "get even." Furthermore, this behavior should impair the individual's ability to function socially, academically and/or occupationally, and these behaviors should be exhibited in ordinary situations -- not just during…...

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References

American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental

Disorders, Fourth Edition. Retrieved from  http://behavenet.com/node/21490 

American Psychiatric Association. (2013). Highlights of Changes from DSM-IV -- TR to DSM-5. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Retrieved from  http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf 

Cosgrove, L. (2010). Diagnosing Conflict-of-Interest Disorder. AAUP. Retrieved from  http://www.aaup.org/article/diagnosing-conflict-interest-disorder#.Vb9nRflViko

One work specifically isolates a type of treatment that is helpful for ODD or milder CD:
In this book our focus is on supportive-expressive play psychotherapy for a particular kind of patient: the school-aged child who meets the criteria for oppositional defiant disorders and mild or moderately severe conduct disorders (DSM-III-). There are, however, important qualifications. First, the child must demonstrate some capacity for genuine guilt, remorse, or shame about his stealing, lying, or hurting others. Further, he must manifest during the diagnostic evaluation some potential for engaging in a therapeutic alliance; the therapist can best make this judgment by reflecting on the child's willingness to come and interact with her at some level, albeit a negative one. Finally, parental and school cooperation with the treatment plan should be available. We have conceptualized SEPP for children in the spectrum of conduct disorders. This specific approach has not been tried systematically…...

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References

Avila, C., Cuenca, I., Felix, V., Parcet, M., & Miranda, a. (2004). Measuring Impulsivity in School-Aged Boys and Examining Its Relationship with ADHD and ODD Ratings. Journal of Abnormal Child Psychology, 32(3), 295.

Dick, D.M., Viken, R.J., Kaprio, J., Pulkkinen, L., & Rose, R.J. (2005). Understanding the Covariation among Childhood Externalizing Symptoms: Genetic and Environmental Influences on Conduct Disorder, Attention Deficit Hyperactivity Disorder, and Oppositional Defiant Disorder Symptoms. Journal of Abnormal Child Psychology, 33(2), 219.

Kernberg, P.F., & Chazan, S.E. (1991). Children with Conduct Disorders: A Psychotherapy Manual. New York: Basic Books.

Loney, B.R., & Lima, E.N. (2003). Chapter 1 Classification and Assessment. In Conduct and Oppositional Defiant Disorders: Epidemiology, Risk Factors, and Treatment, Essau, C.A. (Ed.) (pp. 3-26). Mahwah, NJ: Lawrence Erlbaum Associates.

Oppositional defiant disorder falls within a new classification of disorders known as "Disruptive, Impulse-Control, and Conduct Disorders" in the DSM-V (American Psychiatric Publishing, 2013, p. 15). In prior editions of the DSM, including its most recent predecessor the DSM-IV-T, many of the disorders in this category, including oppositional defiant disorder, were classified as "Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence." Problems with self-control are the primary characteristic linking together the Disruptive, Impulse-Control, and Conduct Disorders. Moreover, the DSM-V updated the criteria for oppositional defiant disorder so that symptoms are grouped into three types including angry/irritable mood, argumentative/defiant behavior, and vindictiveness (American Psychiatric Publishing, 2013). Therefore, both mood-related and observable behaviors are part of the diagnostic criteria.
Oppositional defiant disorder symptoms "occur commonly in normally developing children and adolescents," warranting scrutiny on the part of clinical professionals for misdiagnosis (American Psychiatric Publishing, 2013, p. 15). For example, the child must…...

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References

American Psychiatric Publishing (2013). Highlights of changes from DSM-IV-TR to DSM-V. Retrieved online: http://www.dsm5.org/documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf

Lubit, R.H. (2015). Oppositional defiant disorder. Retrieved online:  http://emedicine.medscape.com/article/918095-overview#a2 

Nock, M.K., Kazdin, A.E., Hiripi, E. & Kessler, R.C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. Journal of Child Psychology and Psychiatry 48(7): 703-713.

Reynolds, C.R. & Kamphaus, R.W. (n.d.). Oppositional defiant disorder. Pearson. Retrieved online:  http://images.pearsonclinical.com/images/assets/basc-3/basc3resources/DSM5_DiagnosticCriteria_OppositionalDefiantDisorder.pdf

Self-egulation Issues in Children and Adolescence with ADHD, ODD, and OCD
Self-regulation in children and adolescence who suffer from ADHD, ODD, and OCD (Attention Deficit Hyperactive Disorder, Obsessive Compulsive Disorder, and Oppositional Defiant Disorder) is often evident due to several things. A lot of the issues in relation to self-regulation stem from additional anxiety the child/teen may feel from the difficulties experienced from these kinds of mental disorders. OCD is known to cause anxiety and isolationist behaviors leading to decreased emotional self-regulation. ADHD at times can cause hyperfocus, making it difficult for the child/teen to switch tasks therefore limiting their ability to handle their emotions and activities that assist in regulating themselves. ODD, connected to ADHD, is a disorder that has the child react angrily and spitefully to people in otherwise normally responsive situations. The extreme feelings of children or adolescence who manifest ODD make it hard for them to respond…...

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References

Barkley, R.A. (2013). Oppositional Defiant Disorder: The Four Factor Model for Assessment and Management - by Russell A. Barkley, Ph.D. Retrieved from  http://www.continuingedcourses.net/active/courses/course079.php 

Blum, K., Chen, A.L., & Oscar-Berman, M. (2008). Attention deficit hyperactivity disorder and reward deficiency syndrome. Neuropsychiatric Disease and Treatment, 4(5), 893-918. Retrieved from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2626918/ 

Campbell, S.B. (1990). Behavior problems in preschool children: Clinical and developmental issues. New York: Guilford Press.

Cheng, M., & Boggett-Carsjens, J. (2005). Consider Sensory Processing Disorders in the Explosive Child: Case Report and Review. Canadian Academy of Child and Adolescent Psychiatry, 14(2), 44-48.

Swanson, Ph.D., University of California, Irvine, CA 92715
Gender:

Age: ____ Grade:

Ethnicity (circle one which best applies): African-American Asian Caucasian Hispanic

Other

Completed by:____ Type of Class:

Class size:

For each item, check the column which best describes this child:

Not at Just a Quite

Bit

Much

1. Often fails to give close attention to details or makes careless mistakes in schoolwork or tasks

2. Often has difficulty sustaining attention in tasks or play activities

3. Often does not seem to listen when spoken to directly

4. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties

5. Often has difficulty organizing tasks and activities

6. Often avoids, dislikes, or reluctantly engages in tasks requiring sustained mental effort

7. Often loses things necessary for activities (e.g., toys, school assignments, pencils, or books)

8. Often is distracted by extraneous stimuli

9. Often is forgetful in daily activities

10. Often has difficulty maintaining alertness, orienting to requests, or executing directions

11. Often fidgets with hands or…...

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References

The Columbia World of Quotations. New York: Columbia University Press, 1996. Retrieved April 16, 2008, at  http://www.bartleby.com/66/3/33503.html 

Cloward, Janessa. "ADHD drugs pose heart risks, federal panel says," University Wire, February 15, 2006. Retrieved April 17, 2008, at  http://www.highbeam.com/doc/1P1118518952.html 

DeMarle, Daniel J.;Denk, Larry;Ernsthausen, Catherine S.. "Working with the family of a child with Attention Deficit Hyperactivity Disorder.(Family Matters)," Pediatric Nursing, July 1, 2003. Retrieved April 16, 2008, at  http://www.highbeam.com/doc/1G1107215868.html 

Edwards, Jason H.. "Evidenced-based treatment for child ADHD: "real-world" practice implications." Journal of Mental Health Counseling, April 1, 2002. Retrieved April 17, 2008, at  http://www.highbeam.com/doc/1G1-87015306.html

Disruptive Mood Dysregulation Disorder (DMDD) is a childhood disorder characterized by chronic irritability that interferes with academic and social functioning. Frequent outbursts and temper tantrums, at a frequency of about three times per week, are the most obvious behavior externalizations of DMDD, but to be diagnosed with the disorder, the child must also exhibit poor mood or irritability in between outbursts, too (National Institute of Mental Health, 2018). To differentiate DMDD from pediatric bipolar disorder, it is also essential that the child does not exhibit sustained mood elevation or nonepisodic mania (Beweka, Mayes, Hameed, et al, 2016). Moreover, the symptoms of DMDD persist in spite of changes to the child’s environment, evident at home and also in school. Symptoms must also not be temporary, but in place for a year or more. While on the surface DMDD appears no different from any other psychiatric illness, it is in fact a nebulous…...

Attention Deficit Hyperactivity disorder is a behavioral disorder that is mostly found in children. According to one research almost 7.5% of school-aged children are suffering from some kind of ADHD related behavioral problem in the United States. In some cases, untreated symptoms can persist in the adulthood too, which can create numerous problems in the patient's social and emotional life. ADHD is rarely found in isolation as the child may also develop some other behavioral problems. The existence of more than one behavioral disorder is known as co-morbidity, which usually complicates the case because the child cannot be treated for one specific condition. It was once believed that ADHD patients outgrow the symptoms with age but this theory is no longer supported by latest research, which indicates that without treatment, ADHD's symptoms can easily persist in one's adult life. A newspaper article, which appeared in St. Louis Post-Dispatch (1994), author…...

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References:

1) CLAUDIA WALLIS, With Hannah Bloch/New York, Wendy Cole/Chicago and James Willwerth/Irvine, LIFE IN OVERDRIVE Doctors say huge numbers of kids and adults have attention deficit disorder. Is it for real?, Time, 07-18-1994, pp 42

2) Robin Seaton Jefferson; MODERN STRESSES WORSEN ATTENTION DEFICIT PROBLEMS, DOCTOR SAYS., St. Louis Post-Dispatch, 06-19-2002, pp 2.

3) Arthur Allen, The Trouble With ADHD; As growing numbers of children are being medicated for attention deficit hyperactivity disorder, some doctors and parents wonder whether the drugs have become a too-convenient w., The Washington Post, 03-18-2001, pp W08

4) Marianne Szegedy-Maszak;; Marianne Szegedy-Maszak, The Mind Maze., U.S. News & World Report, 05-06-2002, pp 52.

Each of the children received one of four possible treatments over a fourteen-month period - behavioral treatment, medication management, combination of the two, or usual community care. The results of this study showed that children who were treated with medication alone, which was carefully managed and individually tailored, and children who received both medication management and behavioral treatment had the best outcomes with respect to improvement of ADHD symptoms. The best results in terms of the proportion of children showing excellent response regarding were provided by ADHD combination treatment and oppositional symptoms, and in other areas of functioning. Overall, those who received closely monitored medical management had greater improvement in their ADHD symptoms than children who received either intensive behavioral treatment without medication or community care with less carefully monitored medication.
Treatment for ADHD is not without controversy. For most children with the disorder, medication is an integral part of…...

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Bibliography

Attention Deficit Hyperactivity Disorder (ADHD)." Center for Disease Control. 28 June 2005. 27 July 2005  http://www.cdc.gov/ncbddd/adhd/default.htm .

Attention Deficit Hyperactivity Disorder (Overview)." National Institue of Mental Health. 2001. 28 July 2005  http://www.nimh.nih.gov/publicat/helpchild.cfm .

Barkley, R. Attention deficit hyperactivity disorders: A handbook for diagnosis and treatment. New York: Guilford Press, 1998.

Bateman, B, JO Warner, E Hutchinson, T Dean, P Rowlandson, C Gant, J Grundy, C Fitzgerald and J. Stevenson. "The effects of a double blind, placebo controlled, artificial food colourings and benzoate preservative challenge on hyperactivity in a general population sample of preschool children." BMJ Publishing Group & Royal College of Paediatrics and Child Health. 14 September 2003. 28 July 2005  http://adc.bmjjournals.com/cgi/content/full/89/6/506 .

Antisocial ehavior in Females with Comorbid Diagnoses of ADHD
Detention centers and residential treatment facilities are replete with male and female youth that have been in and out of the juvenile justice system for many years. Although the majority of the populations in these facilities are male, the number of female juvenile offenders is continually increasing. Many of the children in these facilities have a history of behavioral difficulties that may or may not have been diagnosed during much of their childhood.

Antisocial behaviors are acts that violate social rules and the basic rights of others. They include conduct intended to injure people or damage property, illegal behavior, and defiance of generally accepted rules and authority, such as truancy from school. "These antisocial behaviors exist along a severity continuum (Clark, et al., 2002). When childhood antisocial behaviors exceed certain defined thresholds -- the diagnostic criteria specified in the Diagnostic and Statistical Manual…...

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Bibliography

American Psychiatric Association. (2000). Disgnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington DC APA.

Clark, Duncan. Vanyukov, Michael. Cornelius, Jack. (November, 2002). Childhood Antisocial Behavior and Adolescent Alcohol Use Disorders. National Institute on Alcohol Abuse and Alcoholism: 66, 136-138.

Crawford, Nicole. (February, 2003). ADHD: a women's issue. Monitor on Psychology, APA: Volume 34, No. 2, p. 28.

Hinshaw, S.P. (2003). Preadolescent girls with attention deficit hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology.

Attention-Deficit Disorder and Attention Deficit Hyperactivity Disorder
According to the American Psychiatric Association Attention-Deficit Disorder (ADD) is now referred to as Attention Deficit Hyperactivity Disorder ADHD. However, most lay people and some professionals will still refer to the condition as ADD, which are the names given to the condition in 1980. ADHD has been around for a longer period than most people actually recall or realize. Hippocrates, who lived from 460 to 370 BC, described a condition similar to ADHD. ADHD is a neurodevelopmental psychiatric disorder where there are substantial problems with executive functions that cause hyperactivity, attention deficits, or impulsiveness, which is inappropriate for the person's age. In order for a diagnosis to be made for the condition, the symptoms of ADHD must persist for six months or more. According to (McGoey et al., 2014), they define ADHD as a condition that causes a person to have trouble focusing on…...

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References

Antshel, K. M., Faraone, S. V., & Gordon, M. (2012). Cognitive behavioral treatment outcomes in adolescent ADHD. FOCUS.

Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O'Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention deficit hyperactivity disorder. Clinical psychology review, 29(2), 129-140.

Gudjonsson, G. H., Sigurdsson, J. F., Sigfusdottir, I. D., & Young, S. (2012). An epidemiological study of ADHD symptoms among young persons and the relationship with cigarette smoking, alcohol consumption and illicit drug use. Journal of Child Psychology and Psychiatry, 53(3), 304-312.

Harold, G. T., Leve, L. D., Barrett, D., Elam, K., Neiderhiser, J. M., Natsuaki, M. N., . . . Thapar, A. (2013). Biological and rearing mother influences on child ADHD symptoms: revisiting the developmental interface between nature and nurture. Journal of Child Psychology and Psychiatry, 54(10), 1038-1046.

The teacher must also be willing to use more conventional cognitive and behavior reinforcement tactics to encourage that the student will be able to function effectively in the modern workforce.
A discussion of how the topic is related to teaching-that is, what instructional strategies does the topic promote that support student learning and how are instructional decisions made based on the topic?

It may sound both crazy and controversial, but it may be most educationally empowering to the child and the teacher alike, rather than regarding individuals who learn or comport themselves 'differently' in the classroom as burdensome, to see ADHD as a potential if difficult gift for the classroom. The ADHD way of viewing learning can provide teachers with a new way of approaching the world and the rules of the teacher-student dialogue.

Yes, of course, distracted and hyperactive behavior must conform to respectable standards within the classroom. A teacher cannot…...

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Works Cited

Attention Deficit Disorders: What Teachers Should Know." (1994) U.S. Department of Education. Classroom Strategies for a Class with Students with ADD. Retrieved 4 Aug 2005 at  http://www.ldonline.org/ld_indepth/add_adhd/add-school1.html#anchor131686 

ADHD -- Symptoms." (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at  http://aolsvc.health.webmd.aol.com/content/article/89/100386.htm 

ADHD -- What is it?" (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at  http://aolsvc.health.webmd.aol.com/content/article/89/100391.htm?z=1623_86000_0000_rl_02 

The Medical Treatment of ADHD." (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at  http://aolsvc.health.webmd.aol.com/content/article/89/100397.htm

He must have a reasonable amount of stick-to-itiveness and patience to tolerate difficult tasks; if he gives up immediately, learning will obviously be impaired. And... The ADHD child is both inattentive and readily frustrated. The learning problems are further complicated because they tend to move in vicious circles; they often snowball. (Wender, 2000, p. 22)
Another related aspect is that unless the problems that the student is experiencing are related to his or her ADHD condition, the student may become demotivated as a result of poor performance and criticism. This can lead to other learning issues and even to serious related problems such as the loss of self -worth and self-esteem. This will in turn impact again on the learning ability of the student.

There are numerous studies which attest to the relationship between ADHD and learning problems. In a study by Maynard et al. (1999) it was found that students…...

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References

ADHD. Retrieved May 29, 2006, at    http://www.questia.com/PM.qst?a=o&d=101227181 http://www.psychiatry24x7.com/bgdisplay.jhtml?itemname=adhd_guest_consumers&s=2 

Attention Deficit Hyperactivity Disorder. (2004). In The Columbia Encyclopedia (6th ed.). New York: Columbia University Press. Retrieved May 30, 2006, from Questia database:  http://www.questia.com/PM.qst?a=o&d=101230476 

Attention Deficit Hyperactivity Disorder 1. Retrieved May 29, 2006, at http://www.parentingteens.com/adhd.html

Attention Deficit Hyperactivity Disorder. Retrieved may 31, 2006, at http://www.childrenshospital.org/az/Site610/mainpageS610P0.html

Oppositional Defiant Disorder (ODD) is a serious behavioral disorder that requires early identification, intervention, and proper treatment to prevent long-term negative consequences for individuals and society as a whole. Early intervention for individuals with ODD can significantly impact their long-term outcomes by addressing the root causes of their behavior and providing them with the skills and support they need to manage their symptoms effectively. Research has shown that children who receive early intervention for ODD are more likely to experience improvements in their behavior, social skills, and emotional well-being, leading to better outcomes in their academic and social lives.

In addition, early....

Impact of Early Intervention on Long-Term Outcomes for Individuals with Oppositional Defiant Disorder
Oppositional defiant disorder (ODD) is a mental health condition characterized by persistent disobedience, negativity, and hostility towards authority figures. Early intervention is crucial for improving the long-term outcomes for individuals with ODD.
Behavioral and Social Benefits
Early intervention in ODD has been shown to have significant behavioral and social benefits. Studies have found that children who receive early intervention are less likely to engage in oppositional and defiant behaviors, such as arguing, noncompliance, and temper tantrums. They also show improved social skills, such as cooperation, communication, and empathy.
Academic....