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Section 2
Conduct Disorder Specifiers

Question 2 | Test | Table of Contents

The video below is to a section of a seminar lecture given by an instructor.



Below are the PowerPoints that accompany the instructor's lecture for this section.
Question 2 found at the bottom of this page.

Peer-Reviewed Journal Article References:
Colins, O. F. (2016). The clinical usefulness of the DSM–5 specifier for conduct disorder outside of a research context. Law and Human Behavior, 40(3), 310–318.

Fanti, K. A., Kyranides, M. N., Petridou, M., Demetriou, C. A., & Georgiou, G. (2018). Neurophysiological markers associated with heterogeneity in conduct problems, callous unemotional traits, and anxiety: Comparing children to young adults. Developmental Psychology, 54(9), 1634–1649.

Forcino, S. S., Nadler, C. B., & Roberts, M. W. (2019). Parent training for middle childhood conduct problems: Child opposition to timeout and token fines. Practice Innovations, 4(1), 1–12.

Frogner, L., Gibson, C. L., Andershed, A.-K., & Andershed, H. (2018). Childhood psychopathic personality and callous–unemotional traits in the prediction of conduct problems. American Journal of Orthopsychiatry, 88(2), 211–225. 

Morgan, P. L., Li, H., Cook, M., Farkas, G., Hillemeier, M. M., & Lin, Y.-c. (2016). Which kindergarten children are at greatest risk for attention-deficit/hyperactivity and conduct disorder symptomatology as adolescents? School Psychology Quarterly, 31(1), 58–75.

Salekin, R. T. (2016). Psychopathy in childhood: Toward better informing the DSM–5 and ICD-11 conduct disorder specifiers. Personality Disorders: Theory, Research, and Treatment, 7(2), 180–191.

QUESTION 2
What differentiates the “Severe” Specifier from the “Mild to Moderate” Specifiers for Conduct Disorder? To select and enter your answer go to Test.