Neurodevelopmental Disorders & Disruptive, Impulse-Control, And Conduct Disorders
LaToya Brooks
Guidance & Counseling, Angelo State University
EDG-6327
Dr. Eileen Lane
June 29, 2025
ODD- Oppositional Defiant Disorder
Disruptive, impulse-control, and conduct disorders encompass a range of behavioral conditions that often manifest during childhood or adolescence. Understanding these disorders is extremely important. According to research (2016), “studies found that behavioral disorders (conduct disorder, oppositional disorder or oppositional defiant disorder, and attention deficit disorder, or attention-deficit (hyperactivity disorder) were the most frequently diagnosed psychiatric disorders in school-age children” (Tobin & House, 2016, p.145). These disorders will fall under the “umbrella” of disruptive, impulse-control, and conduct disorders and today I will focus on ODD- Oppositional Defiant Disorder.
Disorder Description
A behavioral disorder called oppositional defiant disorder (ODD) is usually identified in children. According to research (Tyler, 2025), “Oppositional defiant disorder (ODD) is a behavior disorder characterized by defiant, hostile behavior toward peers, parents, and authority figures. ODD is primarily diagnosed in childhood. In some cases, children begin displaying symptoms of ODD as young as two or three years old” (Tyler et al., 2025). It is distinguished by a pattern of anger, irritability, defiant or argumentative behavior, and vindictiveness that persists for at least six months. Children with ODD can be argumentative and easily irritated, and they frequently disobey rules and behave aggressively toward authority figures.
Treatment and management may become more difficult if ODD co-occurs with other disorders such as Conduct Disorder or Attention-Deficit/Hyperactivity Disorder (ADHD). Children with ODD may benefit from early intervention in the form of behavioral therapy, family therapy, and parental education to manage symptoms and improve outcomes. For these kids to learn coping skills and healthy ways to express their feelings, a supportive environment is crucial. Having a developmental and environmental understanding of ODD can benefit caregivers and
Assessment of Disorder
To diagnose Oppositional Defiant Disorder (ODD), professionals utilize a combination of assessments and evaluations to gather comprehensive information about the child's behavior and the context in which it occurs. There are numerous ways that professionals assess a child’s behavior. The first step is to conduct a detailed clinical interview with the child, parents, and, occasionally, teachers to gather information about the child's behavior, emotional state, and social interactions. This helps in understanding the frequency and severity of defiant behaviors. Child Behavior Checklist is another assessment tool. These tools enable parents and teachers to assess the child's behavior and symptoms, providing quantifiable data that can support diagnosis. Behavioral Observations are also important because they provide insight into various settings, such as home and school, and can provide valuable insights into how the child interacts with peers and authority figures. According to research (2014), “diagnosis and treatment of students with this disorder requires collaboration among parents, school professionals, physicians, and other community-based professionals” (DuPaul & Stoner, 2014, p.72). Observations help in assessing the context and triggers of problematic behaviors. Several other assessments can be utilized depending on the child. By utilizing a comprehensive assessment approach, professionals can accurately diagnose ODD and tailor interventions that support the child's behavioral and emotional needs.
The Role of a School Counselor
As a school counselor, my role starts with assisting with the assessment process. The assessment process is critical for supporting students' academic and emotional development. School counselors need to begin by observing and identifying students who may be struggling academically, socially, or emotionally. Counselors also collect relevant information through interviews, surveys, and questionnaires from students, parents, and teachers. This data helps build a comprehensive picture of the students’ needs. Conducting assessments to measure academic skills, behavioral issues, and psychological well-being. These steps will help diagnose challenges the student is facing. This information is crucial for understanding a student's unique situation. Once the data is analyzed, school counselors create individualized intervention plans tailored to each student’s needs. This may include academic support, counseling sessions, or referrals to outside resources. Counselors also work alongside teachers, administrators, and specialists to ensure a positive approach to supporting the student. Monitoring progress and support are crucial for the student. Overall, school counselors play a vital role in the assessment process by identifying needs, gathering and interpreting data, developing intervention plans, collaborating with staff, and advocating for their students. The primary goal is to create a supportive environment that enables students to overcome challenges and achieve success.
As a school counselor, my scope of practice encompasses a wide range of responsibilities aimed at supporting the academic, emotional, and social development of students. This role is guided by legal and ethical guidelines established by professional organizations such as the American School Counselor Association (ASCA) and relevant state laws. Understanding the legal and ethical guidelines is fundamental to my role. It's important, and by law, that counselors maintain confidentiality regarding student information unless they share information when there is a concern for the student's safety or when required by law (such as in cases of abuse). By law, counselors are required to ensure that students, and when appropriate, their parents, understand the counseling process, including goals, methods, and limits of confidentiality. A school counselor must also understand the importance of equity and access. A school counselor is committed to providing equitable access to services for all students, ensuring cultural competence in my practice. This means being aware of and respectful towards the diverse backgrounds of students and families. School counselors must be competent and engaged in continuous professional development to stay informed about current best practices and legal requirements in counseling. As a school counselor, I adhere to legal and ethical guidelines that ensure I practice responsibly and effectively, fostering a safe and nurturing school environment.
Strategies for Treating Disorder
When working with children diagnosed with Oppositional Defiant Disorder (ODD), several strategies have been proven successful in managing symptoms and promoting positive behavior. According to research (2010), “therapeutic relationship is one of the most robust predictors of both proximal (e.g., poor attendance, premature termination) and distal treatment outcomes for child, adolescent, and adult clients across disorders and types of therapies,” (Karver & Caporino, 2010, p.223). Building a relationship with the student is very important. According to studies (2010), “studies with youth have also found a relationship between therapist relationship-focused behaviors (encouraging client auto nomy, clinician warmth and empathy, presenting a clear treatment rationale) and treatment outcome,” (Karver & Caporino, 2010, p. 223). This strategy builds a healthier behavior pattern.
School Counselor Role in Treatment
The therapeutic relationship is essential for effective counseling, especially in schools or classrooms. A strong bond between the school counselor and students can improve the success of interventions and support. Counselors work to build trust and foster a safe, inclusive environment where students feel comfortable sharing their feelings. They can also promote SEL initiatives in classrooms, helping students develop skills like self-awareness, self-regulation, and relationship-building. By offering resources, training, and support to teachers, counselors enable the integration of SEL practices that strengthen connections among students and staff. Through building trust, supporting a positive atmosphere, collaborating with educators, engaging families, and tailoring interventions, counselors support students' emotional and social growth, which contributes to their overall success.
School Counselor Role in Supporting Across Environments
Professional School Counselors (PSCs) play a vital role in the academic, personal-social, and post-secondary development of students. The Texas Model for Comprehensive School Counseling Programs provides a structured framework for delivering equitable, developmentally appropriate services in public schools (Texas Education Agency [TEA], 2018). Grounded in this model, PSCs implement interventions that are both ethical and impactful, helping remove barriers to learning and supporting student success. Individual planning allows PSCs to assist students in setting academic and career goals, exploring options, and preparing for postsecondary pathways. Activities include academic advising, transcript reviews, interest inventories, and graduation planning. Research shows that students who engage in individual planning with counselor’s report increased goal clarity, academic confidence, and postsecondary readiness (Bryan et al., 2011). This process empowers students to make informed decisions and strengthens their investment in academic and personal success. The guidance curriculum focuses on proactive, classroom-based instruction that enhances students’ knowledge, attitudes, and skills. PSCs deliver lessons on topics such as emotional regulation, goal setting, decision-making, conflict resolution, and career exploration. Evidence-based programs like Second Step and Character Strong support social-emotional development (Durlak et al., 2011), improving self-awareness and classroom behavior, which contributes to a positive school climate and academic achievement.
This framework might include clear behavioral expectations, communication methods, and coping strategies that everyone involved can utilize. Responsive services address immediate student concerns through short-term counseling, crisis intervention, and referral. These services include individual and group counseling, risk assessments, and coordination with external mental health professionals. According to ASCA (2019), responsive services are crucial in mitigating crises, promoting student resilience, and restoring readiness to learn. When students face emotional distress, grief, or trauma, school-based support plays a pivotal role in stabilizing their school experience and preventing further academic decline.
These plans can be shared with teachers and parents to ensure everyone is on the same page regarding the student’s goals and the strategies being used. As a counselor, I would establish a schedule to check in on the students to monitor them. System support involves efforts to improve the overall counseling program and contribute to schoolwide effectiveness. Examples include professional development for staff, parent engagement workshops, data analysis, and participation in MTSS and leadership teams. These activities ensure that the counseling program is aligned with campus goals, informed by data, and responsive to the evolving needs of students (TEA, 2018). When counselors are engaged in system-level planning and collaboration, they help build a more inclusive and supportive learning environment.
By fostering collaboration and communication between students, parents, and teachers, school counselors can maximize the impact of therapeutic strategies, making them effective across various environments. This holistic approach not only supports the individual student but also creates a more cohesive support system that can lead to better outcomes. When collaborating and consulting with others as a school counselor, it’s important to consider several elements of the ASCA (American School Counselor Association) Code of Ethics. Here are a few elements to keep in mind. Confidentiality is essential to communicate the limits of confidentiality and obtain consent before sharing.
Counselors should also be sensitive and respect the diverse backgrounds of students and their families. Counselors must always remain professional this ensures that they provide the best possible support to students. Counselors should work effectively in teams to support student success and well-being. Ethical Decision-Making Counselors should use ethical decision-making processes to navigate any dilemmas that arise during collaboration. This involves considering the best interests of the students and adhering to ethical guidelines. Counselors should model ethical behavior and foster trust among colleagues and stakeholders. By considering these elements from the ASCA Code of Ethics, school counselors can effectively collaborate and consult with others to support the needs of students while upholding ethical standards.
The Texas Model provides a comprehensive and structured approach for school counselors to deliver services that directly contribute to student growth. Through guidance curriculum, responsive services, individual planning, and system support, PSCs are equipped to address the academic, emotional, and social needs of all students. Each intervention is designed to remove barriers, foster resilience, and promote lifelong success.
References
American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). ASCA.
Biscontini, T. (2025). Oppositional defiant disorder (ODD). Salem Press Encyclopedia of Health.
Bryan, J., Moore-Thomas, C., Day-Vines, N. L., & Holcomb-McCoy, C. (2011). School counselors as social capital: The effects of high school college counseling on college application rates. Journal of Counseling & Development, 89(2), 190–199. https://doi.org/10.1002/j.1556-6678.2011.tb00077.x
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
George J. DuPaul, & Gary Stoner. (2014). ADHD in the Schools : Assessment and Intervention Strategies. The Guilford Press.
Jones, S. H. (2018). Oppositional Defiant Disorder: An Overview and Strategies for Educators. General Music Today, 31(2), 12–16. https://doi.org/10.1177/1048371317708326
Karver, M. S., & Caporino, N. (2010). The Use of Empirically Supported Strategies for Building a Therapeutic Relationship with an Adolescent with Oppositional-Defiant Disorder. Cognitive and Behavioral Practice, 17(2), 222–232. https://doi.org/10.1016/j.cbpra.2009.09.004
Renée M. Tobin, & Alvin E. House. (2016). DSM-5® Diagnosis in the Schools. The Guilford Press.
Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.): Texas Counseling Association. Retrieved from https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf
Texas Education Agency: Counseling, Advising, & Student Supports (CASS)