Identifying and treating ODD in preschool and school-aged children

Identifying and treating ODD in preschool and school-aged children

 

 

Introduction

This annotated bibliography paper targets to explicitly address the mental health issues that face preschool-aged children. Each material will have its relevance justified by comparing it against the thesis statement—which is where the main objective is described—and its contribution towards the research.

 

Thesis statement

Identifying and treating ODD in preschool and school-aged children is crucial in school psychology. It promotes a stable learning setting that accommodates children who are leaving the home environment.

 

Annotated Bibliography

Article #1: Aggarwal A, Lindegaard V, Marwaha R. Oppositional Defiant Disorder. [Updated 2020 Apr 24]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK557443/

This article was chosen because of its depth in the explanation of ODD is: How it comes to be, the factors that encourage its development, its history and general evaluation, its treatment and management, how it can be diagnosed and its prognosis, and the possible complications that might arise over time. It serves as a base for the whole paper, and given its recent nature, it is the most useful article to provide the latest insight on ODD.

It is especially relevant because it addresses the main idea of the paper, which in some instances, is very detailed. It identifies that the disorder occurs in children that affects behavior and emotion; thereby serving the purpose, since the paper is addressed to preschool-aged children. It addresses the section of identification of the illness in its diagnosis, pathophysiology sections with the symptoms systematically outlined in the history and physical sections. In the latter chapters of the paper, its treatment and management are critically explained.

This article is highly valued for its nature of detail. It answers several questions that might arise from the topic—what is ODD? How can it be identified? How can it be treated?

This book directly relates to my thesis statement because it unequivocally explains the genetic, environmental, and psychosocial factors that cause ODD in preschool and school-aged children. After establishing how the change from the home environment affects children, it travels further towards providing the techniques on how the teachers or parents can identify the disorder early in the children’s life and later addresses how it can be managed or treated.

Article #2: Boylan, K., Macpherson, H. A., & Fristad, M. A. (2013). Examination of disruptive behavior outcomes and moderation in a randomized psychotherapy trial for mood disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 699–708. https://doi.org/10.1016/j.jaac.2013.04.014

I chose this article because of its positivity and updated approach to addressing mental health issues among preschool and young children. The research creates a space that challenges the traditional bias approach and the existing taboos towards mental deficiency/ mental health—especially among children.

Its relevance is established in its techniques of addressing treatment approaches in the event of mood disorders. ODD is categorized as a mood disorder disrupting children’s behavior; hence, this article is appropriate in determining the effectiveness of psychotherapy as a treatment approach. It explains how the methodology diagnoses ODD using behavior patterns while they are still very young and states its significance and contribution to recovery.

The article adds value to my research paper in that it outlines and explains the features of the disruptive behaviors caused by ODD and other mental disorders. Its focus on symptoms unique to the children simply implies its stand out.

It directly addresses the entire thesis statement. Its attention is majorly focused on solving a treatment plan—therapy—of ODD. The unambiguous touch on Multi-family psychoeducational psychotherapy helps the reader fully understand it as a treatment for ODD. Despite the article focusing majorly on the treatment of the disorder, the ‘examination’ section also comprises diagnosis and identification.

Article #3: Ghosh, A., Ray, A., & Basu, A. (2017). Oppositional defiant disorder: current insight. Psychology Research and Behavior Management, 10, 353-367.

This article—given its title alone—was selected because it is one of the latest views of ODD eliminating traditional intuitions and beliefs. It is a groundbreaking build-up of the other articles; therefore, a section of the full addresses one of the general objectives.

It is pertinent to the main topic, especially in reinforcing the main idea: the diagnosis of ODD.  It adds value to my research because it introduces new concepts like CD(Conduct Disorder) and DBD(Disruptive Behavior Disorder). It denotes the changes that have transpired regarding diagnosis and understanding of ODD and its effects on children. It establishes various diagnosis criteria; sex specificity, hierarchical diagnosis.

It directly affects the entirety of the thesis statement regarding the disorder. How does it achieve this? The diagnosis of ODD over the years has helped to break down the features into distinct groups, thereby establishing different ways it can be identified despite the gender, genetic structure/ inheritance. It also goes a long way to offering and suggesting options for managing ODD and its latter effects. The two ODD management options given are explicitly described concerning parental practices. Therefore, these are treatment proposals offered from home environments specifically.

Article #4: Granero, R., Louwaars, L., & Ezpeleta, L. (2015). Socioeconomic status and oppositional defiant disorder in preschoolers: Parenting practices and executive functioning as mediating variables. Frontiers in Psychology, 6, 1412.

This article was chosen because it primarily addresses the preschoolers and the relationship that directly exists between their ODD and their socioeconomic status. Since it involves field research that involves sampling, the results and conclusions gathered are deemed to be pretty accurate.

It is relevant to the course project addressing how it is one can identify children who are highly and critically deserving of ODD prevention and intervention programs.

Besides only gaining skills for the identification of ODD, this paper will help identify environmental factors that might affect children’s behaviors. After realizing these factors, it will intervene in proposing a preferred environment for ODD-prone children.

It is directly aimed at addressing the part of the thesis statement, which requires identifying the disorder and the effect or contribution the home environment has towards it. The aim is that the child receives a stable early education life. By realizing the condition of his/her home environment, the teacher/ school is given the upper hand in determining how best to help the student.

Article #5: Hood, B. S., Elrod, M. G., & DeWine, D. B. (2015). Treatment of childhood oppositional defiant disorder. Current Treatment Options in Pediatrics, 1(2), 155-167.

I chose this article because it focuses on the children’s caregivers, either those from the home environment or those from the school environment. It involves a relatable scenario that will provide a primary ODD knowledge base and strengthen the previously general ideas presented.

The article generally and mainly directs its attention towards the caregivers. They are taught how to implement a particular mechanism to understand, control, manage, and treat these children.

This definite article is highly esteemed because it contains a practical case that will help even a layperson understand the disorder and how it can be effectively realized and treated. William is the child under study. His home and school environment are described, and therefore, you can decipher how to help the boy adequately—inconsistent parenting results too erratic proper school behavior, therefore inconsistent school results. The ‘educated’ teacher, equipped with ODD-based knowledge after understanding this, contributes towards bettering William’s environment.   Further guidance from mental health experts provides treatment mechanisms, behavioral and pharmacologic treatment, stimulant medication, amongst other medicines.

It pertains to the thesis statement in establishing the environmental factors that might hinder the child’s recovery. After that, it ensures that the child receives the most basic and effective treatment programs. The case study indicates the concept of keenly monitoring the child to properly understand the situation and how to later work towards managing it.

Article #6: Kaminski, J. W., & Claussen, A. H. (2017). Evidence base update for psychosocial treatments for disruptive behaviors in children. Journal of Clinical Child & Adolescent Psychology, 46(4), 477-499.

I chose this article because it tackles a general objective of the topic. It is quite crucial to the primary researcher’s plan because it addresses a different aspect of the treatment phase of ODD (psychosocial treatments). It reviews the various procedures over the years and even in the past, and proposes the most effective methods.

It adds value to the research by further establishing the child’s treatment in his home environment, that is, with the parent’s help.  Being a meta-analysis shows that an actual study was conducted, and the conclusions derived are near accurate.

It is related to the thesis statements’ objective of treating the child. However, this particular article lies at an advantage because it proposes the most effective methods that have been discovered from the research; group-parent behavior therapy and individual-parent behavior therapy alongside their child.

Article #7: Lindhiem, O., Bennett, C. B., Hipwell, A. E., & Pardini, D. A. (2015). Beyond symptom counts for diagnosing the oppositional defiant disorder and conduct disorder?. Journal of Abnormal Child Psychology, 43(7), 1379-1387.

This article was discretely selected because it solely focuses its attention and study on the symptoms of ODD in children. Therefore, it provides additional information to the identification of the disorder through diagnosis.

It is significant because besides simply identifying, the parameters and tools used in the process of the study are brought to light. Thus, these tools prove to be useful in the diagnosis of ODD. There is evidence of detailed meta-analysis in the research, hence the results and conclusions derived from it are truthful. This is the value that arises from the article.

Through provisional diagnoses, and the PPOD index, and the necessary parameter—unidimensional item response theory(IRT) two-parameter logistic(2PL) model—the symptoms amongst 12-year old children and younger are outlined. This addresses the identification section of the thesis statement of the research paper.

 

Article #8: Schoorl, J., van Rijn, S., de Wied, M., Van Goozen, S., & Swaab, H. (2016). Emotion regulation difficulties in boys with oppositional defiant disorder/conduct disorder and the relation with comorbid autism traits and attention deficit traits. PloS One, 11(7), e0159323.

This editorial was chosen because it further expounds on a section of the main objective. It also describes the outcomes that can result from ODD specific boys. Young boys with ODD are prone to suffer from emotion regulation.

This article is relevant in further elaborating on the symptoms one can pick from a boy child to determine whether they are ODD victims. It shows that impaired decision making or an emotion dysregulation in boys might be a common characteristic of ODD. However, the awareness is relatively low because of a lack of knowledge and therefore reporting the cases in good time. It outlines the emotional characteristics that boys with ODD recorded; for instance, they encountered more challenges in decision making, rejected money offers, et cetera.

It adds value to the research topic, given its accuracy, because it is conducted statistically using a meta-analysis.

By directly addressing the distinct characteristics that ODD-boys have, the diagnosis, therefore, identification of the disorder becomes simple to denote. Hence, the process of recognizing it in young boys simplifies using these particular indicators.

Article #9: Sukhodolsky, D. G., Smith, S. D., McCauley, S. A., Ibrahim, K., & Piasecka, J. B. (2016). Behavioral interventions for anger, irritability, and aggression in children and adolescents. Journal of Child and Adolescent Psychopharmacology, 26(1), 58-64.

The previous article was addressing boys-specific symptoms that can be used to identify ODD likely children readily. However, this article provides symptoms that are not gender-specific.

Its relevance is indicated in the instance of its address on anger and aggression as a characteristic of ODD. It clearly states that these behaviors are a primary indication of the disorder. Hence parents should use them as fundamental in testing for them. Anger outbursts primarily characterize ODD.

This article adds texture to the research topic because it builds up on the previous concepts of early diagnosis. It further briefly indicates treatment proposals and interventions through CBT(cognitive-behavioral therapy) and PMT(parent management training).

It is similar to behavior identification in young boys, and so indicating its significance in diagnosis and identification of ODD in both genders. It also briefly provides and introduces some new treatment methods.

Article #10: Waldman, I. D., Rowe, R., Boylan, K., & Burke, J. D. (2018). External validation of a bifactor model of the oppositional defiant disorder. Molecular psychiatry, 1-12.

The previously selected and discussed articles served as bases for identifying symptoms that are unique to ODD preschool children. In this article, a bifactor model is used two particular analyses. Two different external dimensions, irritability, and challenging behavior are compared against the model. This model helps in identifying existing similarities and differences between the two dimensions.

This article is relevant to the research project; it reinforces the identification of symptoms in detail. In this scenario, further developments are made. Depression and GAD were some of the characteristics that constituted the ODD irritability dimension, whereas defiant behavior defined inattention, hyperactivity, and CD. There was an overall dimension which included all factors. Therefore, the article contains the necessary information required to discern one dimension from the other.

The article involves a critical meta-analysis that serves to provide accurate research methodologies, results, and concluded that further elaborates on how to detect specific symptoms is ODD children.

It pertains to my thesis statement because it addresses the methods used to detect ODD instances in children. Unlike the previously discussed articles, this one intensively makes a study of each symptom dimension on all the ODD factors.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References.

Aggarwal A, Lindegaard V, Marwaha R. Oppositional Defiant Disorder. [Updated 2020 Apr 24]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK557443/

Boylan, K., Macpherson, H. A., & Fristad, M. A. (2013). Examination of disruptive behavior outcomes and moderation in a randomized psychotherapy trial for mood disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 699–708. https://doi.org/10.1016/j.jaac.2013.04.014

Ghosh, A., Ray, A., & Basu, A. (2017). Oppositional defiant disorder: current insight. Psychology Research and Behavior Management, 10, 353-367.

Granero, R., Louwaars, L., & Ezpeleta, L. (2015). Socioeconomic status and oppositional defiant disorder in preschoolers: Parenting practices and executive functioning as mediating variables. Frontiers in Psychology, 6, 1412.

Hood, B. S., Elrod, M. G., & DeWine, D. B. (2015). Treatment of childhood oppositional defiant disorder. Current Treatment Options in Pediatrics, 1(2), 155-167.

Kaminski, J. W., & Claussen, A. H. (2017). Evidence base update for psychosocial treatments for disruptive behaviors in children. Journal of Clinical Child & Adolescent Psychology, 46(4), 477-499.

Lindhiem, O., Bennett, C. B., Hipwell, A. E., & Pardini, D. A. (2015). Beyond symptom counts for diagnosing oppositional defiant disorder and conduct disorder?. Journal of Abnormal Child Psychology, 43(7), 1379-1387.

Schoorl, J., van Rijn, S., de Wied, M., Van Goozen, S., & Swaab, H. (2016). Emotion regulation difficulties in boys with oppositional defiant disorder/conduct disorder and the relation with comorbid autism traits and attention deficit traits. PloS One, 11(7), e0159323.

Sukhodolsky, D. G., Smith, S. D., McCauley, S. A., Ibrahim, K., & Piasecka, J. B. (2016). Behavioral interventions for anger, irritability, and aggression in children and adolescents. Journal of Child and Adolescent Psychopharmacology, 26(1), 58-64.

Waldman, I. D., Rowe, R., Boylan, K., & Burke, J. D. (2018). External validation of a bifactor model of oppositional defiant disorder. Molecular psychiatry, 1-12.