QUANTITATIVE RESEARCH

Quantitative Research

Quantitative Research

Part 1:

Research Study Introduction

Although many children with ODD or conduct disorder is found to have neurological symptoms associated with time, the main issue is behavior. Parents need an arsenal of strategies to reduce behavioral problems at home (Phelps & McClintock, 1994). The first step is an effective diagnosis and treatment by a physician with expertise in mental disorders in childhood. Almost all conduct related to disruptive behavior disorders may be seen in normal children from time to time. Disruptive behavior disorder diagnosis is made if the frequency and persistence of the symptoms cause clinical deterioration in social, academic or occupational function. Continuous monitoring by a competent mental health is very important because other disorders such as ADHD, anxiety and mood disorders are often accompanied by disruptive behavior disorders (Webster Stratton & Dahl, 1995).

School-age children have significant behavioral problems are often a challenge for parents, teachers and mental health practitioners (Klein & Mannuzza, 1991). These students are often involved in deviant behavior, including aggression, hyperactivity, acting out behavior, lack of self-control and attention problems (Robinson, Smith, Miller and Brownell, 1999). Parents and teachers often complain about the behavioral problems as a major problem, psychiatrists, psychologists or other mental health is often called upon to intervene with children who exhibit these problems (Goldstein & No Bras, 1994). Strategies are needed that can be effectively incorporated into daily routines to reduce the negative effects of disruptive behavior to decrease (Robinson et al., 1999). The use of cognitive behavioral therapy (CBT) in the classroom is to address the need for behavioral excesses and deficits in remediation.

Developmental psychologists have described some key characteristics about the development of delinquency. For instance, studies, such as LeBlanc et al.'s 1991 study, have revealed that less serious forms of deviant behavior often precede behaviors that are more serious. In addition, Loeber found that youths who exhibit disruptive behavior earlier in life often engage in a wider variety of delinquent behaviors during adolescence. These youths also tend to commit more serious offenses at a higher rate than youths who have a later onset of antisocial behavior, as noted by Loeber et al. in 1991. Using these principles, Loeber et al. in 1993 set forth a typology of disruptive behavior that describes the developmental sequences of delinquency (Loeber, 1991).

Statement of the Problem

Disruptive behavior in children and adolescents can lead to lifelong problems. Disruptive behavior disorders in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (American Psychiatric Association, 1994), oppositional defiant disorder and conduct disorder. Although much research has been conducted to learn more about these two disorders, lack of men and women differ on a failure to learn (Kazdin, 1990). There is a lack of specific information about girls with disruptive behavior disorders. The problem statement of this study is underlined and demonstrated as a combined analysis of two childhood disruptive behaviors, namely Attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD).

Source of the Problem

Studies have shown convincing evidence that parents, like genetics and socioeconomic factors ...