Assessment-Derived Treatment of Children's Disruptive Behavior Disorders
Generate an AI Snapshot to get a quick, structured summary of this paper.
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
TL;DR
Concerns related to the process of assessment-derived treatment of children's disruptive behavior disorders are discussed and a decision format that indicates the selection of therapeutic strategies as a function of identified controlling relationships is presented.
Abstract
The objective of assessment-derived treatment is to formulate therapeutic interventions that are based upon an identification of the variables that control the occurrence of clinical disorders. This article presents a discussion of several concerns related to the process of assessment-derived treatment of children's disruptive behavior disorders (attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder). The use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III-R), diagnostic interviewing, behavior checklists, and direct observational methodologies for purposes of conducting a functional behavioral analysis is reviewed. The role of family variables and academic curriculum also are considered as components of a comprehensive assessment focus. A decision format that indicates the selection of therapeutic strategies as a function of identified controlling relationships is presented.