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For more information, visit www.conductdisorders.com.

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Frequently Asked Questions About Autism, Pervasive Development Disorder (PDD), Behavior Issues, Sensory Issues, and Applied Behavioral Analysis (ABA) - click here.

Educator's Guide To Receiving Bipolar Students After Hospitalization
by Tracey Trudeau
http://www.bpkids.org/learning/reference/articles/015.htm
Erratic school attendance makes it difficult to assess academic potential or impairment, therefore awareness of lack of opportunity to learn as opposed to the inability to learn is important. Students require flexibility in their academic programming, including those capable of learning core subjects when well and stable. This ultimately becomes an attendance issue rather than a problem defined by a deficit in potential.

Behavior disorders and educational intervention
http://www.vanderbilt.edu/kennedy/topics/behdis.html
Behavior disordered is a term frequently used interchangeably with emotionally disturbed or socially maladjusted. These terms describe children who are troubled and who may also cause trouble for parents, teachers, peers, and others. Problems associated with defining and identifying behavior disorders, or conduct disorders, are far more difficult than those relating to physical disabilities. Estimates of the prevalence of behavior disorders vary considerably depending on the criteria used for identification and on whether estimates include mild as well as severe instances. It has been estimated that 15% to 19% of U.S. children and adolescents have problems requiring some form of mental health services. Factors that contribute to the development of behavior disorders vary greatly. They are often classified as genetic or congenital versus social or psychological. Given adequate knowledge of biological history and environment, it is sometimes possible to identify children who may be at greater risk for behavior disorders than others.

Addressing Problem Behaviors in Schools: Use of Functional Assessments and Behavior Intervention Plans
Robert A. Gable, Mary Magee Quinn, Robert B. Rutherford Jr., and Kenneth Howell
http://www.ldonline.org/ld_indepth/special_education/quinn_behavior.html
Educators have long recognized that behavior difficulties can keep students from performing successfully in class. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) address the issue of classroom behavior problems by requiring school- based IEP (Individualized Education Program) teams to use positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities and that of others (or that require disciplinary action). The amendments to the IDEA state that the relationship between behavior and learning must not only be considered, but acted upon. This legislative mandate redefines the roles and responsibilities of both general and special educators.

Conduct and Behavior Problems: Intervention and Resources for School Aged Youth
http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf
In this introductory packet, the range of conduct and behavior problems are described using fact sheets and the classification scheme from the American Pediatric Association.
 

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Adirondack Leadership Expeditions, New York (ages 14-17)
http://www.adirondackleadership.com/
Adirondack Leadership Expeditions is a character development wilderness program for troubled teens that promotes personal growth through a focus on insight-oriented experiences. The forested, mountain setting removes urban distractions and simplifies options to help students gain insight into their core values and accept responsibility for their choices. Our wilderness program's nurturing approach helps participants address personal issues, achieve success in a safe environment, and develop their leadership potential. Wilderness programs for troubled teens serve as excellent alternatives to boot camps because teens learn through natural consequences and positive peer relationships.

SUWS of the Carolinas, North Carolina (ages 14-17)
http://www.suwscarolinas.com/
SUWS of the Carolinas is a therapeutic camping program with a focus on clinical intervention and assessment. The program uses the outdoors as an alternative to conventional treatment environments, while engaging students using traditional therapeutic methods. The wilderness setting removes modern distractions, simplifies choices and teaches valuable lessons. As a result, students begin to accept responsibility for personal decisions, address individual and family issues, and become invested in their character development. Since 1981, SUWS programs have provided essential guidance and support to thousands of misdirected and at-risk adolescents.

Turn-About Ranch, Utah (ages 12-18)
http://www.turnaboutranch.com/
The objective of Turn-About Ranch is to provide a tough, hard-hitting, high-impact residential program that will remold and turn around the lives of rebellious, troubled teenagers. The program objectives are facilitated through the environment of an historic, real life, cow and horse ranch and the use of old-time values and morals such as honesty, respect, teamwork and accountability. Turn-About Ranch has a unique behavior modification program that promotes and achieves needed changes in the lives of struggling youth. The program mission is to empower our students with traditional Christian values of honesty, openness, respect, teamwork, and accountability in order to instill a positive, responsible, cooperative attitude that will prepare them for successfully living within their family, community, and society.

SUWS Youth & Adolescent, Idaho (ages 11-17)
http://www.suws.com/
SUWS Adolescent and Youth Treatment Programs specialize in helping troubled teens and defiant teens with behavioral and emotional problems. Operating in southern Idaho since 1981, SUWS has assisted young people to identify and work through internal conflicts and emotional obstacles that have kept them from responding to parental efforts, schools, and treatment. These are children who are inherently good and have the ability to be successful, but because of unhealthy misperceptions about themselves, they have limited access to their own abilities and strengths.

Diamond Ranch Academy, Utah
http://www.strugglingteens.us/
The accredited academic system at DRA has proven effective for teaching students with and without ADD/ADHD. With close support from a licensed teacher-tutor, each student moves effectively through courses. Course credit is not based on time spent in class but on mastery of the subject matter, which maximizes the learning process and the earning of credits. At Diamond Ranch Academy our mission is to help youth implement positive, lifelong change. This is done through a system of natural rewards and consequences. This system provides an opportunity for making choices that allow for self-discovery, accountability, and responsibility. As this pattern of life is internalized, self-esteem and emotional growth is achieved and lives are changed.
 

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CHILDREN AND TV VIOLENCE
American Academy of Child & Adolescent Psychiatry
http://www.aacap.org/publications/factsfam/violence.htm
Extensive viewing of television violence by children causes greater aggressiveness. Sometimes, watching a single violent program can increase aggressiveness. Children who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. Children with emotional, behavioral, learning or impulse control problems may be more easily influenced by TV violence. The impact of TV violence may be immediately evident in the child's behavior or may surface years later, and young people can even be affected when the family atmosphere shows no tendency toward violence.

Do Positive Self-Perceptions Have a "Dark Side"? Examination of the Link between Perceptual Bias and Aggression
The hypothesis that positive self-perceptions may have a "dark side" was investigated in the present study by examining the relationship between positively biased self-perceptions and aggression. Ratings of actual and perceived social acceptance of third-grade (n = 278), fourth-grade (n = 260), and fifth-grade (n = 321) students were compared to form a measure of perceptual bias. Peers provided nominations for overt and relational aggression. Gender differences were found for aggression (males were more overtly and relationally aggressive than females) but not perceptual bias. African-American children held more positive perceptions of their social acceptance and were perceived by peers as more aggressive than Caucasian children. Even after controlling for the effects of gender and ethnicity, more positively biased perceptions were associated with more peer nominations for overt and relational aggression. Contrary to an optimal range of bias hypothesis, even moderately positive self-perceptions were associate d with elevated levels of aggression.

EMOTION, REGULATION, AND MORAL DEVELOPMENT
Nancy Eisenberg
Recent issues concerning the role of such empathy-related responses as sympathy and personal distress to prosocial and antisocial behavior are discussed, as is the relation of empathy-related responding to situational and dispositional emotionality and regulation. The development and socialization of guilt, shame, and empathy also are discussed briefly. In addition, the role of nonmoral emotions (e.g. anger and sadness), including moods and dispositional differences in negative emotionality and its regulation, in morally relevant behavior, is reviewed.

Drug Abuse and Conduct Disorder Linked to Maternal Smoking During Pregnancy
By Raymond Varisco, NIDA NOTES Contributing Writer
Researchers at Columbia University in New York City have found new evidence that children whose mothers smoke during pregnancy are at much greater risk than other children for drug abuse and conduct disorder. The findings reinforce those of other studies spanning more than 25 years that have shown similar problems associated with prenatal exposure to smoke in children ranging from toddlers through teens. The study also revealed marked gender differences, with girls at significantly increased risk for drug abuse and boys at significantly increased risk for conduct disorder.

Child Conduct Disorders Research Review
By Andy Gill
The definition of child conduct disorders is rather vague and imprecise and is relative to what is construed as "normal" and "abnormal" behaviour. The social and cultural context of conduct disorders is important in making sense of the way children and parents experience labelling and negative perceptions of their abilities.

Pervasive Developmental Disorder and Reactive Conduct Problems
by Deane G. Baldwin, MD
P.D.D. is not generally considered to be associated with aggression. However, many children with P.D.D. come to mental health care professionals because of aggressive behavior. Their targets are usually caregivers/teachers or playmates/classmates who are engaged with them in activities where there are close encounters.

Conduct Disorder: Diagnosis and Treatment in Primary Care
H. Russell Searight, Fred Rottnek, Stacey L. Abby
Conduct disorder is a common childhood psychiatric problem that has an increased incidence in adolescence. The primary diagnostic features of conduct disorder include aggression, theft, vandalism, violations of rules and/or lying. For a diagnosis, these behaviors must occur for at least a six-month period. Conduct disorder has a multifactorial etiology that includes biologic, psychosocial and familial factors. The differential diagnosis of conduct disorder includes oppositional defiant disorder, attention-deficit/hyperactivity disorder (ADHD), mood disorder and intermittent explosive disorder. Family physicians may provide brief, behaviorally focused parent counseling, pharmacotherapy and referral for more intensive family and individual psychotherapy.

Conduct disorder: relationships to early peer rejection
Catherine L. Grus
This study examined the role of early school-age peer rejection and aggression in the development of early conduct problems.
 

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DSM-IV Diagnostic Criteria
A repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the past 6 months.

Medication Treatment of Bipolar Disorder
http://www.psychguides.com/Bipolar_2000.pdf
Treating patients with bipolar disorder is never easy, and the array of pharmacologic interventions
can be difficult to understand and deploy. These guidelines offer a “one stop” reference. They
deal with the initial and long-term management of common scenarios as well as complicated
treatment issues. Interventions for the specific types of bipolar disorder—mania, bipolar depression,
and rapid-cycling bipolar disorder—are outlined in detail. Initial and secondary options are
presented for each type of disorder, along with advice regarding multiple- vs. single-drug therapy,
side effects, and inadequate response to therapy. The section A Guide for Patients and Families
(page 97), which includes information, resource groups, and a reference list, is exceptionally well
done and will be practical for use by both groups. It will also serve as a helpful primer for primary
care physicians.

Attention-Deficit Hyperactivity -- or Bipolar?
http://www.psycheducation.org/PCP/handouts/ADHD.htm
Last week I saw an 18 year old, whose mother is convinced he has ADHD. She's probably right. However, he may also have a Bipolar condition. The Bipolar Disorder, if he has it, might actually account for some or even all of his attention/distractibility problems. I've seen at least one adult on a stimulant have better attention/focus abilities when she was off the stimulant and on a mood stabilizer. Should this 18-year-old be given a stimulant?
 
European Description, Classification of Mental and Behavioral Disorders
World Health Organization
http://www.mentalhealth.com/icd/p22-ch02.html
Conduct disorders are characterized by a repetitive and persistent pattern of dissocial, aggressive, or defiant conduct. Such behavior, when at its most extreme for the individual, should amount to major violations of age-appropriate social expectations, and is therefore more severe than ordinary childish mischief or adolescent rebelliousness. Isolated dissocial or criminal acts are not in themselves grounds for the diagnosis, which implies an enduring pattern of behavior.

Treatment of Children with Mental Disorders
National Institute of Mental Health
http://www.nimh.nih.gov/publicat/childqa.cfm
There has been public concern over reports that very young children are being prescribed psychotropic medications. The studies to date are incomplete, and much more needs to be learned about young children who are treated with medications for all kinds of illnesses. In the field of mental health, new studies are needed to tell us what the best treatments are for children with emotional and behavioral disturbances.
 

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Handbook of Disruptive Behavior Disorders
by Herbert C. Quay (Editor), Anne E. Hogan (Editor)
http://www.amazon.com/exec/obidos/ASIN/0306459744/qid=1065718919/sr=2-1/ref=sr_2_1/104-9084807-5479100
The purpose of this handbook is to provide the researcher, clinician, teacher and student in all mental health fields with comprehensive coverage of this important area of child psychopathology. The Disruptive Behavior Disorders (as labeled in DSM IV) are Attention Deficit/Hyperactivity Disorder (three subtypes), Conduct Disorder (two subtypes), and Oppositional Defiant Disorder. Taken together, these disorders account for at least three fourths of the combined prevalence of all psychopathological disorders of childhood and adolescence. An understanding of the biological and psychosocial etiologies of these disorders, the settings that engender and maintain them, their natural history, and what may be the most effective intervention and prevention strategies for them are of prime importance to all professionals who must deal with these troubled youths. This Handbook, with over 50 contributors and 2600 references, is the most complete resource available on this important topic.

Helping Children with Aggression and Conduct Problems: Best Practices for Intervention
by Michael L. Bloomquist (Author), Steven V. Schnell (Author)
http://www.amazon.com/exec/obidos/ASIN/157230748X/qid=1065718919/sr=2-2/ref=sr_2_2/104-9084807-5479100
Univ. of Minnesota, Minneapolis. Text reviews the characteristics and developmental pathways of children with aggression and conduct problems and discusses social competence training, parent and family skills training, mental health treatments, and school-based interventions.

Antisocial Behavior in School: Strategies and Best Practices
by Geoff Colvin, Elizabeth Ramsey, Hill M. Ramsey Walker
http://www.amazon.com/exec/obidos/tg/detail/-/0534256449/qid=1065718919/sr=1-2/ref=sr_1_2/104-9084807-5479100?v=glance&s=books
This indispensible resource describes the "best practices" for coping with antisocial behavior patterns among children and youth in school. Designed to enhance educators' understanding of the nature, origins, and causes of antisocial behavior, this book offers interventions and model programs that can be used in preventing or remediating this growing problem in the schools.

Antisocial Behavior in Children and Adolescents: A Developmental Analysis and the Oregon Model for Intervention
by John B. Reid (Editor), Gerald R. Patterson (Editor), James J. Snyder (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/1557988978/qid=1065718919/sr=1-5/ref=sr_1_5/104-9084807-5479100?v=glance&s=books
Summarizes the ongoing work at the Oregon Social Learning Center. Provides approaches to reducing the occurrence of antisocial behavior beginning in the earliest years in childhood. Uses the coercion theory as an organizing framework, distilling more than 30 years of research. Written for researchers and clinicians.

Aggression and Antisocial Behavior in Children and Adolescents: Research and Treatment
by Daniel F. Connor (Author)
http://www.amazon.com/exec/obidos/tg/detail/-/1572307382/qid=1065718919/sr=1-9/ref=sr_1_9/104-9084807-5479100?v=glance&s=books
Univ. of Massachusetts, Worcester. Written from a clinical-developmental perspective and includes a description of the types and subtypes of aggressive behaviors. Key dimensions of aggression are identified, and the limitations of diagnostic categories are discussed. Presents findings on how and why some children 'grow out of' early-onset aggression.

Rage-Free Kids: Homeopathic Medicine for Defiant, Aggressive, and Violent Children
by Robert Ullman N.D., Judyth Reichenberg-Ullman N.D. M.S.W.
http://www.amazon.com/exec/obidos/tg/detail/-/0761520279/qid=1065718919/sr=1-10/ref=sr_1_10/104-9084807-5479100?v=glance&s=books
Although anger is a normal emotion, in certain children it can spiral out of control and become something much less manageable—rage. If your child exhibits bouts of uncontrollable anger, tantrums, aggression, or violence, you should know that there is a safe and effective treatment that is completely drug-free. In Rage-Free Kids, renowned homeopathic physicians Judyth Reichenberg-Ullman and Robert Ullman present a natural answer to extreme anger that has worked for over 1,500 challenging children. If you have a difficult child, this book is a must read.

Conduct Disorders in Childhood and Adolescence
by Jonathan Hill (Editor), Barbara Maughan (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/0521786398/qid=1065719507/sr=1-13/ref=sr_1_13/104-9084807-5479100?v=glance&s=books
Conduct disorders are very common conditions and the most frequent reason for clinical referrals to child and adolescent mental health facilities. Aggression and oppositional behavior in youth often becomes persistent, and substantially increases the likelihood of adult problems of criminality, unstable relationships, psychiatric disorder, and harsh parenting. This comprehensive book by leading clinicians and researchers reviews established and emerging aspects of conduct disorder. It highlights the complexity and probable heterogeneity of the condition, including the biological, neuropsychological, cognitive factors, and role of attachment and family influences. The book reviews preventive and treatment approaches and outcomes with developmental and gender-based variations emphasized throughout. This uniquely authoritative survey of a common clinical and social problem integrates findings from a wide range of research perspectives, and will be essential reading for mental health practitioners and others with clinical, sociological, or medicolegal interests in child health and behavior.

Controlling the Difficult Adolescent
by David B. Stein
http://www.amazon.com/exec/obidos/tg/detail/-/0819178306/qid=1065719507/sr=1-15/ref=sr_1_15/104-9084807-5479100?v=glance&s=books
Introduces specific methods for parents and for therapists on how to teach parents to control difficult and oppositional adolescents. The oppositional/defiant adolescent engages in behavior that can be described as abusive to and inconsiderate of other family members. Such teenagers do not typically respond well to traditional methods of psychotherapy and often therapists commit these youngsters to psychiatric hospitals. The methods introduced in this book are based on years of research and can be effectively carried out in the home setting, removing the need for hospitalization. Simple rules of conduct and clear expectations for the teen's behavior are established at the beginning. Enforcement of these rules is carried out by systematically controlling the teen's economic resources (The Real Economy System for Teens.) Both parents and practicing therapists can benefit from the information contained in this book. Contents: How Did it Happen; Discipline and Punishment; How Control the Difficult Adolescent: The REST Program; Special Problems-Lying and Aggression; Special Problem-Poor School Performance; Special Problem-College; Special Problem-Drug and Alcohol Abuse-Hardcore Behaviors; Special Problems-Acting Out Behaviors - Runaway Reaction, Suicide Attempts, and Delinquent Behaviors; Special Problems-Divorce; Communications; A Case Study; Not the Final Chapter.

Conduct Disorders & Severe Antisocial Behavior (Clinical Child Psychology Library)
by Paul J. Frick
http://www.amazon.com/exec/obidos/tg/detail/-/0306458411/qid=1065719507/sr=1-16/ref=sr_1_16/104-9084807-5479100?v=glance&s=books
This book outlines a scientific approach to understanding and treating children and adolescents who display a severe pattern of aggressive antisocial behavior. Unlike other works which tend to focus exclusively on research data or practical guidelines for treatment approaches, this valuable reference integrates both of these aspects, providing clear guidelines for intervention based on the most current research. Outstanding features include 23 tables and figures, and two chapters detailing a comprehensive approach to treatment tailored to the needs of the individual child or adolescent.

Complete Early Childhood Behavior Management Guide
by Kathleen Pullan Watkins, Lucius Durant
http://www.amazon.com/exec/obidos/tg/detail/-/0876282613/qid=1065721605/sr=1-23/ref=sr_1_23/104-9084807-5479100?v=glance&s=books
Center for Applied Research in Education; (August 1992)

Disruptive Behavior Disorders Children Disruptive Behavior Disorders in Children and Adolescents
by Robert L. Hendren (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/088048960X/qid=1065721605/sr=1-27/ref=sr_1_27/104-9084807-5479100?v=glance&s=books
Robert Johnson Medical School, Piscataway, NJ. Reviews current research and clinical observations on the topic. Discusses attention-deficit/hyperactivity disorder, conduct disorder, and oppositional defiant disorder. For clinicians and therapists. Softcover. DNLM: Attention Deficit and Disruptive Behavior Disorders.

Causes of Conduct Disorder and Juvenile Delinquency
by Benjamin B. Lahey (Editor), Terrie E. Moffitt (Editor), Avshalom Caspi (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/1572308818/qid=1065721605/sr=1-28/ref=sr_1_28/104-9084807-5479100?v=glance&s=books
Univ. of Chicago, IL. Text provides an understanding of the causes of conduct disorders and serious delinquency. Presents specific, testable hypotheses about the causal factors and mechanisms in conduct disorder and delinquency. Models are presented focusing on various causes. Also includes animal research models on aggression. For researchers and practitioners.

Conduct Disorders: The Latest Assessment and Treatment Strategies
by J. Mark, Ph.D. Eddy, J. Mark Eddy
http://www.amazon.com/exec/obidos/tg/detail/-/1887537198/qid=1065721605/sr=1-29/ref=sr_1_29/104-9084807-5479100?v=glance&s=books
Conduct disorders account for half of all referrals to child mental health clinics. What are the new types of conduct disorders in the DSM-IV? How do conduct-disordered children function as adults? Is this an inherited condition? How do you differentiate conduct disorders from child anti social behavior and other disorders? How effective are the commonly used treatment models? Written for the professional in a jargon free, easy to read format, this Compact Clinicals’ book provides up-to-date assessment and pertinent treatment approach information for Conduct Disorders.

When Acting Out Isn't Acting: Understanding Attention-Deficit Hyperactivity and Conduct Disorders in Children and Adolescents
by Lynn W., M.D., Ph.D Weisberg, Rosalie; M.D. Greenberg, Andrew E. Slaby, Lynne W. Weisberg
http://www.amazon.com/exec/obidos/tg/detail/-/0553292102/qid=1065721982/sr=1-31/ref=sr_1_31/104-9084807-5479100?v=glance&s=books

Conduct and Oppositional Defiant Disorders: Epidemiology, Risk Factors, and Treatment
by Cecilia A. Essau (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/0805840613/qid=1065721982/sr=1-32/ref=sr_1_32/104-9084807-5479100?v=glance&s=books
Fourteen chapters by researchers from around the world provide an overview of conduct disorder and oppositional defiant disorders in children and adolescents. The book summarizes classification and assessment, epidemiology and commorbidity, and the course and outcome of the disorders. It also identifies factors that put children and adolescents at risk for the disorders and presents empirically supported approaches to prevention and treatment.Book News, Inc.®, Portland, OR

Conduct Disorder and Underachievement: Risk Factors, Assessment, Treatment, and Prevention
by Harvey P. Mandel (Author)
http://www.amazon.com/exec/obidos/tg/detail/-/0471131474/qid=1065721982/sr=1-37/ref=sr_1_37/104-9084807-5479100?v=glance&s=books
The young people who are the subject of this book are responsible for a disproportionate amount of difficulty for society. They are the chronic rule-breakers and bullies. They may threaten, intimidate, manipulate, steal, and use violence to get what they want. Many are drug abusers and drug dealers. Most have problems with self-control and self-discipline. Nearly all of them are academic underachievers.

 
Conduct Disorders in Children and Adolescents: Etiology, Assessment, and Treatment
by G. Pirooz Sholevar (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/0880485175/qid=1065721982/sr=1-40/ref=sr_1_40/104-9084807-5479100?v=glance&s=books
Examines the phenomenology, etiology, and diagnosis of conduct disorders; the range of therapeutic and preventative strategies; and new interventions. A final chapter highlights promising research findings and concludes with suggestions for future research. Annotation copyright Book News, Inc. Portland, Or.

The Whipped Parent: Hope for Parents Raising an Out-Of-Control Teen
by Kimberly Abraham, Marney Studaker-Cordner, Kathryn O'Dea (Contributor)
http://www.amazon.com/exec/obidos/tg/detail/-/1568250924/qid=1065722317/sr=1-41/ref=sr_1_41/104-9084807-5479100?v=glance&s=books

Conduct Unbecoming: Hyperactivity, Attention Deficit, and Disruptive Behavior Disorders ((Encyclopedia of Psychological Disorders)
by Elizabeth Russell Connelly, Carol C. Nadelson (Editor)
http://www.amazon.com/exec/obidos/tg/detail/-/0791048950/qid=1065722317/sr=1-42/ref=sr_1_42/104-9084807-5479100?v=glance&s=books
Describes disruptive behavior disorders before going on to discuss historical documentation of their appearance, their causes, treatments, and impact on society.

Conduct Disorders and Social Maladjustments: Policies, Politics, and Programming (Working With Behavioral Disorders)
by Frank H. Wood, Christine O. Cheney, Daniel H. Cline, Kristina Sampson, Carl R. Smith, Eleanor C. Guetzloe
http://www.amazon.com/exec/obidos/tg/detail/-/0865861978/qid=1065722317/sr=1-43/ref=sr_1_43/104-9084807-5479100?v=glance&s=books

What Parents Need to Know About Odd: Up-To-Date Insights and Ideas for Managing Oppositional Defiant Disorder and Other Defiant Behaviors
by James D. Sutton
http://www.amazon.com/exec/obidos/tg/detail/-/1878878638/qid=1065722317/sr=1-47/ref=sr_1_47/104-9084807-5479100?v=glance&s=books
64 pages

Helping the Noncompliant Child, Second Edition: Family-Based Treatment for Oppositional Behavior
by Robert McMahon, Rex Forehand
http://www.amazon.com/exec/obidos/tg/detail/-/1572306122/qid=1065722317/sr=1-49/ref=sr_1_49/104-9084807-5479100?v=glance&s=books
Univ. of Washington, Seattle. Provides researchers and clinicians with a detailed description of the program which is designed to teach parents to improve their children's compliance and related oppositional behavior. Primarily for the parents of 3- to 8-year-old children. Covers assessment and intervention. Previous edition: c1981.
 

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