The FREE video below is a section of a seminar lecture given by an instructor.
Below are the PowerPoints that accompany the instructor's lecture for this track. 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.
Online Continuing Education
2 What differentiates the “Severe” Specifier from the “Mild
to Moderate” Specifiers for Conduct Disorder? To select and enter your answer
go to CE Test.