Professional Documents
Culture Documents
Importantly, White & Kratochwill (2004) support the use of practice parameters as a
mechanism to promote the use of evidence based interventions within the field of school
psychology practice and training, (p.99). Fortunately for school psychologists, The American
Academy of Child and Adolescent Psychiatry (AACAP) has created a valuable series of practice
parameters based on ongoing evaluation of scientific literature. These guidelines for school
psychologists promote proficient patient management, assist in ethical decision-making and
describe effective approaches to assess and treat of specific disorders, (Steiner & Remsing,
2007). Although the prevalence of Oppositional Defiant Disorder (ODD) may be considered low,
with an estimation of 3.3% of the population diagnosed with the disorder (APA, 2014), it is
important to note that disruptive behavior disorders are regularly encountered within clinical
practice (Steiner & Remsing, 2007).
Practice Parameters identified by the AACAP for the assessment, diagnosis and
intervention for a child diagnosed with ODD will not be discussed.
Successful Assessment and Treatment of ODD Requires the Establishment of Therapeutic
Alliances With the Child and Family, (Steiner & Remsing, 2007, p.131). Ideally, the clinician
should focus on building a therapeutic alliance with the parents and the child separately, while
avoiding being drawn into any power struggles; this requires patience and perseverance (Steiner
& Remsing, 2007; Steiner, 1997).
Cultural Issues Need to Be Actively Considered in Diagnosis and Treatment, (Steiner &
Remsing, 2007, p.132). There is a substantial body of literature affirming different standards of
parenting in different ethnic subgroups as well as the efficacy and risks of such practices, (Steiner
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition. Arlington, VA: American Psychiatric Association; 2013:265-70.
Linseisen, T. (2008), Effective Interventions for Youth With Oppositional Defiant Disorder. In
Franklin, C., Harris, M. B.& Allen-Meares, P. (Eds.), The School Practitioners Concise
Companion the Mental Health (pp.1-15). Oxford University Press, Oxford Scholarship
Online: April 2010. doi:10.1093/acprof:oso/9780195370584.001.0001
Steiner H, ed. (1997), Treating School Age Children, San Francisco: Jossey-Bass
Steiner, H. & Remsing, L. (2007). Practice Parameter for the Assessment and Treatment of
Children and Adolescents With Oppositional Defiant Disorder. Journal of the American
Academy of Child and Adolescent Psychiatry, 46(1), 126-141. doi:
10.1097/01.chi.0000246060.62706.af
White, J. L. & Kratochwill, T. R. (2005). Practical guidelines in school psychology: Issues and
directions for evidence-based interventions in practice and training. Journal of School
Psychology, 43(2), 99-115. doi: 10.1016/j.jsp.2005.01.001