Developmental and Disruptive Behavior Disorders among Delinquents

Zagar, Robert John; Arbit, Jack; Hughes, John R.; Busell, Robert E.; Busch, Kenneth G.

doi:10.1097/00004583-198905000-00023

Cited by 39 publications

(17 citation statements)

References 13 publications

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“…Fergusson et al (1997) found that associations between attention difficulties, later criminality and alcohol problems disappeared after controlling for CD. Biederman et al (1996), however, found that among children with ADHD, comorbid CD simply increased the risk for later alcohol dependence, which is also in line with recent results by most others in the field (Molina and Pelham, 2003;Andersson and Magnusson, 1987;Biederman et al, 1998;Caspi et al, 1997;Huizinga and Jakob-Chien, 1998;Pulkkinen et al, 2000;Raskin White et al, 2001;Satterfield, 1987;Ta rter et al, 1985;and Zagar et al, 1989). We did not, however, have a direct measure of conduct disorder.…”

Section: Discussionsupporting

confidence: 74%

Childhood behaviour as related to subsequent drinking offences and violent offending: a prospective study of 11‐ to 14‐year‐old youths into their fourth decade

Eklund

Klinteberg

2003

Criminal Behav Ment Health

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Section: Discussionsupporting

confidence: 74%

Childhood behaviour as related to subsequent drinking offences and violent offending: a prospective study of 11‐ to 14‐year‐old youths into their fourth decade

Eklund

Klinteberg

2003

Criminal Behav Ment Health

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“…In contrast, since the inclusion of CD in the Diagnostic and Statistical Manual of Mental Disorders (3rd edn; DSM‐III), the close association between CD and attention deficit hyperactivity disorder (ADHD) has been suggested 2,3 . However, only a few studies have referred to other behavioral and developmental disorders as comorbidity 4–6 …”

Section: Introductionmentioning

confidence: 99%

Behavioral and developmental disorders among conduct disorder

Harada¹,

Satoh²,

Sakuma³

et al. 2002

Psychiatry Clin Neurosci

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The purpose of the present study was to clarify the percentage of children with conduct disorder (CD) who also have behavioral and developmental disorders. A survey of comorbidity observed in children with CD, was carried out on 33 subjects from a disciplinary facility for children. Female teachers as the mother were interviewed as regards the subjects' condition using the semistructured interview, and male teachers as the father were interviewed for their psychosocial problems. The subjects underwent the Wechsler Intelligence Scale for Children (WISC)-III and their conditions were diagnosed according to Diagnostic and Statistical Manual of Mental Disorders (4th edn; DSM-IV). Of the 33 children, 27 were diagnosed as having CD. Of the 27 CD children, 18 (67%) were diagnosed as having attention deficit hyperactivity disorder (ADHD), and 19 (70%) had oppositional defiant feature (ODF). Eight children (30%) were diagnosed as having mental retardation and in seven children (26%), the verbal IQ was significantly lower than the performance IQ. Two (7%) were diagnosed as having pervasive developmental disorders (PDD). Of 27 children diagnosed with CD, 23 (85%) had some behavioral and developmental disorders. The classification of these behavioral and developmental disorders into the following three types appeared to be clinically useful: type 1, ADHD and ODF; type 2, low intelligence, especially low verbal intelligence; and type 3, PDD. To understand and treat children with CD, the accurate diagnosis of these underlying behavioral and developmental disorders is indispensable.

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“…These findings suggest that academic difficulties, or at least the perception of these difficulties, directly contribute to poor academic outcomes and related antisocial behavior. Studies have further demonstrated that delinquency is more prevalent in children with ADHD (Hinshaw, 1992;Moffit & Silva, 1988;Satterfield et al, 1982;Wilson & Marcotte, 1996;Zagar et al, 1989).…”

mentioning

confidence: 99%

The Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD

et al. 2009

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Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional control/switching would predict performance on achievement tests. Results demonstrate that attentional control/ switching accounted for a significant amount of variance in all academic areas (reading, math, and spelling), even after accounting for verbal IQ and parent-reported inattention. Sustained attention predicted variance only in math, whereas selective attention did not account for variance in any achievement domain. Therefore, attentional control/switching, which involves components of executive functions, plays an important role in academic performance.

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Developmental and Disruptive Behavior Disorders among Delinquents

Cited by 39 publications

References 13 publications

Childhood behaviour as related to subsequent drinking offences and violent offending: a prospective study of 11‐ to 14‐year‐old youths into their fourth decade

Childhood behaviour as related to subsequent drinking offences and violent offending: a prospective study of 11‐ to 14‐year‐old youths into their fourth decade

Behavioral and developmental disorders among conduct disorder

The Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD

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