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Home > CEU courses > Conduct Disorders > Conduct Disorders: Diagnosis & Treatment > Answer Booklet Conduct Disorders: Assessment & Diagnosis

Conduct Disorders: Diagnosis & Treatment

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What is a main change in the diagnostic criteria for Conduct Disorder (CD)?
2. What was added to the DSM-5 which symptoms include frequent episodes of severe temper tantrums or aggression (more than three episodes a week) in combination with persistently negative mood between episodes, lasting for more than 12 mo in multiple settings, beginning after 6 years of age but before the child is 10 years old?
3. The DSM-5 did not change Conduct Disorder (CD) other than to add what specifiers?
4. If the conduct disordered youth is involved in fire starting, what factors might you consider in your diagnosis and looking at the bigger picture?
5. What differentiates the "Severe" Specifier from the "Mild to Moderate" Specifiers for Conduct Disorder?
6. What are reasons, according to the speaker, a youth exhibiting child or adolescent antisocial behavior does not qualify for a conduct disorder diagnosis?
7. What are warning signs that put a child at risk for very young offending?
8. What is a predictor for substance abuse in adolescents?
9. What are differences between juvenile and adult sexual abusers?
10. According to the speaker, he has found that what other factor traumatizes the adolescent more than sexual abuse?
11. Children that suffer from sleep disturbances often respond well to what kinds of activities in school?
12. What is a reason Cconduct disordered youth frequently abuse substances?
13. What is the first stage of moral reasoning that explains why really tough "street-wise" kids will easily submit when they come into a program?
14. According to the speaker, which group is making real progress?
15. What is an action that short circuits the conduct disordered youth?
16. What is the benefit of taking away items in small increments?
17. How do you know when the conduct disordered youth is making progress?

Answers:
A. Nonverbal work like sand tray work or play therapy work
B. They need to know at the end of this hour or at the end
of this evening that they are going to benefit by making a
prosocial decision.
C. Causes considerable harm to others, i.e. forced sex, physical cruelty, use of a weapon, stealing while confronting a victim, breaking and entering.
D. Starting fights, being cruel to animals, starting fires
E. Might makes right
F. When the youth can treat an adult labeled a "soother" in a respectful way, you know that that kid is not taking advantage of that adult.
G. Juveniles aren't set in their ways like adults are; they respond much more to treatment.
H. Take away just half but not all of their CD collection or something valuable to them, then provide them with the
chance to earn it back.
I. Was the fire starting motivated out of curiosity or impulse control. Has he done quite a bit of it and states "I
love this!"?
J. The group that is making mistakes internalizing changes because they are making mistakes and learning from them
K. The youth doesn't have any particular behavior problems, but may get caught up in antisocial behavior; The behaviors are isolated and do not become a pattern.
L. The type of friends the youth hangs out with
M. To get the adrenaline rush
N. Neglect
O. Disruptive mood dysregulation disorder (DMDD)
P. The addition of a subtype grouping around callous and unemotional traits.
Q. Those that distinguish clients/patients with a callous and unemotional interpersonal style across multiple settings and relationships.

Course Content Manual Questions The Answer to Question 18 is found in Section 18 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Test" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Questions:
18. What is an advantage of the "Interview Method"?
19. What are types of intervention programs suitable for conduct disordered youth?
20. What are anger reducing techniques?
21. What are uses of the Hassle Log?
22. What are the "testing the limits" tactics used by conduct disordered youth?
23. What is a reason "verbally cornering"is not a good idea, although practiced by many therapists and teachers?
24. According to Phelan, what are the biggest discipline mistakes?
25. What are ways to make simple requests more effective?
26. What are steps in managing an assaultive incident effectively?

27. What are stages involved in implementing EBPs (evidence-based practices)?

Answers
A. Badgering, temper, threat, martyrdom, buttering up and physical tactics
B. Anger-coping intervention programs, problem-solving skills training programs, attribution retraining, rational-emotive behavior therapy.
C. Deep breathing, backwards counting, pleasant imagery
D. Provides an accurate picture of conflicts that occur during the week; it helps trainees learn about what makes them angry and how they handle these situations; and it provides material for role playing in future sessions.
E. Watch your tone of voice, keep requests short, spontaneity is dangerous, and use effective phrasing.
F. Placing responsibility for confrontations in the hands of the members of the conduct disorder group themselves.
G. Too much talking and too much emotion.
H. When you corner a child, you give him a chance to practice lying.
I. Separate the parties, cool them down, and call for help
J. Exploring, selecting and adopting programs, installing the program, initially implementing the program, fully operating, enhancing the implementation, and sustaining the implementation.