ERIC Number: ED269683
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Differentiating Conduct Disorder from Depressive Disorders in School Age Children.
King, Richard B.; And Others
Due to similarities in symptomatology, childhood depression has often been misdiagnosed as conduct disorder. Differentiating between the two disorders would help to direct the appropriate interventions for each disorder. Children (N=48) between the ages of 6 and 13 years and their parents participated in a study designed to analyze variables which could discriminate children who display depressive or conduct disorders from those who are free of significant disturbance. Children were selected by their teachers or school counselors as being conduct disordered or normal in conduct. Sixteen of the subjects were normal controls screened for psychopathology. The remaining 32 conduct disordered subjects were administered the Children's Depression Inventory and were classified as either depressed (N=16) or as conduct disordered (N=16). Children also completed the Nowicki-Strickland Locus of Control Scale for Children and the aggression scale of the Frost Self-Description Questionnaire. Parents completed the Beck Depression Inventory, the Maryland Parent Attitude Survey, and the Family Adaptability and Cohesion Evaluation Scales II. A two-group discriminant function analysis identified five variables that maximally differentiated the depressed/acting out group from the conduct disordered group: parental disicpline, locus of control, parental depression, interalized aggression, and family adaptability. These variables support research suggesting that depressed children often have a depressed parent; receive harsh, power-assertive discipline from their parents; have a rigidly adaptive family style; have a more internal locus of control; and tend to internalize aggression more than do non- depressed conduct disordered children. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).