Two Major Diagnostic Criteria
The DSM IV identifies two major criteria for identifying a conduct disorder:
Criteria A: The first area of disability is typified by:
"...a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated." (DSM IV TR, 2000)
These behaviors fall into four areas:
- Aggressive conduct that causes or threatens physical harm to other people or animals.
- Behavior that causes property loss or damage.
- Deceitfulness or theft.
- Serious violations of rules.
Criteria B: The second area of disability is characterized by:
. . . (C)linically significant impairment in social, academic, or occupational functioning.
To receive this diagnosis, three or more of the characteristic behaviors listed under Criteria A must be present in the prior 12 months, with one of the characteristic behaviors present in the previous six months.
Students with conduct disorders are predominantly male. They also have histories of sexual behavior, drinking, smoking, use of illegal substances and impulsive and reckless acts.
Management, Not Treatment
Special educators are responsible for providing education for students with conduct disorders, not treatment. In some cases, special educators work in locked psychiatric (medical) facilities that do provide treatment, either individual or group, as well as medication. Medical treatment is the responsibility of the medical staff.
Students with conduct disorder, when not in detention for criminal behavior, are often placed in closed facilities away from the general population. Sometimes, they are in residential programs to eliminate the potential negative impact of home or community environment.
Best Practices for Students with Conduct Disorders in the Special Education Classroom.
In most cases, the primary goal for students with emotional disturbances is to return the student to the general education setting with appropriate behavior. The goal of such a program is not only to keep the student up with the general education curriculum, but also to teach appropriate coping skills and the ability to control his or her temper.
Students placed in self-contained programs for behavior must have a Behavior Improvement Plan, (BIP) created after collecting data and providing a written Functional Behavior Analysis (FBA.) These documents lay out clearly the behavioral issues each student has, and describes the strategies that the school and parents or guardians agree will be used to support improved behavior.
A Calm and Safe Educational Environment
A self-contained classroom for students with emotional disturbances, especially conduct disorders, needs to be arranged so students have individual desks and sufficient space so that students are not in close proximity to their neighbors. Classrooms for students with disabilities could also have:
- Study carrels.
- Computers at separate stations, both for student work and as a reinforcer.
- A location in the room with a cloth divider or fire proof divider where students can go to cool off.
- Bean bag chairs for students to relax.
Structured Educational Program
Emotional support classrooms should have a structured program with lots of reinforcing activities: activities the students find reinforcing. Provide emotional support students with a reinforcement menu so they can indicate the things they will work for. Reinforcement schedules, token economies or lotteries can all provide opportunities for the teacher or staff to provide immediate reinforcement and praise for appropriate academic performance and behavior.
Positive Behavior Support: Many of the strategies that are successful in any classroom tend to be critical for students with conduct disorders:
- Classroom Rule: Keeping rules simple and clear, as well as providing structured consequences is important for an orderly classroom.
- Classroom Routines: Many of the things that happen in an emotional support classroom should be taught in a structured routines.
- A Token Economy. Token economies or other point systems to earn privileges and reinforcement is a powerful way to teach appropriate behavior.
