Evidence-based assessment and intervention for oppositional defiant disorder and conduct disorder in school psychology

Rachael C. Murrihy*, John R. Burns, Wendy M. Reinke, Keith C. Herman, Kathleen R. King

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Disruptive behaviour disorders (DBD’s) are highly prevalent childhood psychological disorders associated with pervasive impairment. They can affect the individual’s social adjustment and educational achievement, disrupt family harmony, place strain on resource-limited learning environments, impact juvenile justice systems and challenge wider society. This chapter reviews, from an international perspective, the theoretical underpinnings of DBDs including diagnostic systems, aetiological factors and current controversies in the literature. Commonly used assessment measures are discussed for both universal and selective screening of at-risk school populations and individual assessment of indicated youth. This is followed by a synopsis of evidence-based interventions, which are considered the gold standard in treating youth with externalising disorders in schools. The chapter concludes with a case study illustrating some of the challenges associated with the implementation of these types of interventions.
Original languageEnglish
Title of host publicationHandbook of Australian school psychology
Subtitle of host publicationintegrating international research, practice, and policy
EditorsMonica Thielking, Mark D. Terjesen
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Number of pages17
ISBN (Electronic)9783319451664
ISBN (Print)9783319451640
Publication statusPublished - 24 Feb 2017
Externally publishedYes


  • conduct disorder
  • oppositional disorder
  • externalising
  • behaviour disorder
  • disruptive


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