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Conduct disorder is a group of behavioral and emotional problems that usually begins during childhood or adolescence. Children and adolescents with the disorder have a difficult time following rules and behaving in a socially acceptable way. They may display aggressive, destructive, and deceitful behaviors that can violate the rights of others. Adults and other children may perceive them as “bad” or delinquent, rather than as having a mental illness.

If your child has conduct disorder, they may appear tough and confident. In reality, however, children who have conduct disorder are often insecure and inaccurately believe that people are being aggressive or threatening toward them.

What Are the Symptoms of Conduct Disorder?

Children who have conduct disorder are often hard to control and unwilling to follow rules. They act impulsively without considering the consequences of their actions. They also don’t take other people’s feelings into consideration. Your child may have conduct disorder if they persistently display one or more of the following behaviors:

• aggressive conduct
• deceitful behavior
• destructive behavior
• violation of rules

Aggressive Conduct

Aggressive conduct may include:

• intimidating or bullying others
• physically harming people or animals on purpose
• committing rape
• using a weapon

Deceitful Behavior

Deceitful behavior may include:

• lying
• breaking and entering
• stealing
• forgery

Destructive Behavior

Destructive conduct may include arson and other intentional destruction of property.

Violation of Rules

Violation of rules may include:

• skipping school
• running away from home
• drug and alcohol use
• sexual behavior at a very young age

Boys who have conduct disorder are more likely to display aggressive and destructive behavior than girls. Girls are more prone to deceitful and rule-violating behavior.

Additionally, the symptoms of conduct disorder can be mild, moderate, or severe:

Mild

If your child has mild symptoms, it means they display little to no behavior problems in excess of those required to make the diagnosis. Conduct problems cause relatively minor harm to others. Common issues include lying, truancy, and staying out after dark without parental permission.

Moderate

Your child has moderate symptoms if they display numerous behavior problems. These conduct problems may have a mild to severe impact on others. The problems may include vandalism and stealing.

Severe

Your child has severe symptoms if they display behavior problems in excess of those required to make the diagnosis. These conduct problems cause considerable harm to others. The problems may include rape, use of a weapon.

What Causes Conduct Disorder?

Genetic and environmental factors may contribute to the development of conduct disorder.

Genetic Causes

Damage to the frontal lobe of the brain has been linked to conduct disorder. The frontal lobe is the part of your brain that regulates important cognitive skills, such as problem-solving, memory, and emotional expression. It’s also home to your personality. The frontal lobe in a person with conduct disorder may not work properly, which can cause, among other things:

• a lack of impulse control
• a reduced ability to plan future actions
• a decreased ability to learn from past negative experiences

The impairment of the frontal lobe may be genetic, or inherited, or it may be caused by brain damage due to an injury. A child may also inherit personality traits that are commonly seen in conduct disorder.

Environmental Factors

The environmental factors that are associated with conduct disorder include:

• child abuse
• a dysfunctional family
• parents who abuse drugs or alcohol
• poverty

Who Is at Risk for Conduct Disorder?

The following factors may increase your child’s risk of developing conduct disorder:

• being male
• living in an urban environment
• living in poverty
• having a family history of conduct disorder
• having a family history of mental illness
• having other psychiatric disorders
• having parents who abuse drugs or alcohol
• having a dysfunctional home environment
• having a history of experiencing traumatic events
• being abused or neglected

How Is Conduct Disorder Treated?

Children with conduct disorder who are living in abusive homes may be placed into other homes. If abuse isn’t present, your child’s mental healthcare provider will use behavior therapy or talk therapy to help your child learn how to express or control their emotions appropriately. The mental healthcare provider will also teach you how to manage your child’s behavior. If your child has another mental health disorder, such as depression or ADHD, the mental healthcare provider may prescribe medications to treat that condition as well.

Since it takes time to establish new attitudes and behavior patterns, children with conduct disorder usually require long-term treatment. However, early treatment may slow the progression of the disorder or reduce the severity of negative behaviors.

https://www.healthline.com/health/conduct-disorder

A person with a disability is unable to perform certain functions as well as most others. The disability may be physical, it may involve senses like seeing or hearing, it may involve the inability to think clearly, or it may involve mental health. 

Many people with a disability have full abilities in other areas.

Disability is common — about 1 in 50 children has a disability. There are many types of disability, including disabilities that children are born with, disabilities that develop after birth and disabilities that are caused by injury.

Children with a disability may have special needs and require early intervention and as much support as possible.

Common disabilities such as autism, Down syndrome and intellectual and physical disabilities create challenges with thinking, behavior and skill development.

Childhood disability

Disability in childhood can have a lifelong impact on a person’s physical, mental and emotional health, as well as their social situation. Children with a disability may have special needs, particularly regarding health and education, and may need to negotiate significant social and environmental barriers in order to fully participate in everyday life.

Congenital disorders

A congenital disorder is a condition that is present from birth. It can be inherited or caused by environmental factors. Common congenital disorders include:

• intellectual disability — where a child is less able to think and develop new skills
• Down syndrome — a common genetic condition that causes intellectual disability
• cerebral palsy — a physical disability that makes it hard for a child to control how their body moves
• Fragile X syndrome — an inherited condition that causes intellectual disability and learning and behavior problems

Developed after birth

Some disabilities develop after birth. These include hearing problems, heart conditions, and blood, metabolism and hormone disorders. Detecting these problems soon after birth can prevent them from becoming more serious physical, intellectual, visual or auditory disabilities.

Autism

Autism is a disability that is known by the term ‘autism spectrum disorder’, which also includes Asperger’s syndrome.

Children aren’t usually diagnosed with autism until after they have turned 2. In 2020, the CDC reported that approximately 1 in 54 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2016 data. Boys are four times more likely to be diagnosed with autism than girls.

Caused by injury

Physical, mental and behavioral disabilities can occur after when a trauma or injury (such as falling from a height) affects the brain. Other causes of acquired brain injury include loss of oxygen (for example, asthma or after almost drowning), infection (such as meningitis) and stroke.

Severe physical injuries, such as spinal cord injury or losing an arm or leg in an accident can cause physical disability.

Developmental delay or disability?

Disabilities are different to developmental delays. A child with a developmental delay is developing skills more slowly than most other children. This does not mean they have a disability.

Not all children develop at the same rate, so some children naturally take longer to develop than others. Developmental delays can be short or long-term and can happen in any area of your child’s development.

In contrast, disabilities such as cerebral palsy, autism, some speech disorders, hearing impairment and intellectual disability will last for your child’s whole life. They will have permanent delays in the area of their disability.

https://www.pregnancybirthbaby.org.au/what-is-a-childhood-disability

https://www.autismspeaks.org/autism-statistics

Intellectual disability (ID), is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound.

Someone with intellectual disability has limitations in two areas. These areas are:

 Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.

 Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85 and 115. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75.

To measure a child’s adaptive behaviors, a specialist will observe the child’s skills and compare them to other children of the same age. Things that may be observed include how well the child can feed or dress himself or herself; how well the child is able to communicate with and understand others; and how the child interacts with family, friends, and other children of the same age.

Intellectual disability is thought to affect about 1% of the population. Of those affected, 85% have mild intellectual disability. This means they are just a little slower than average to learn new information or skills. With the right support, most will be able to live independently as adults.

What are the signs of intellectual disability in children?

There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are:

• Talking late or having trouble with talking
• Slow to master things like putty training, dressing, and feeding himself or herself
• Difficulty remembering things
• Behavior problems such as explosive tantrums
• Difficulty with problem-solving or logical thinking
• Slow development of pre-academic skills
• Difficulties with functional use of academic skills such as money management and time management

In children with severe or profound intellectual disability, there may be other health problems as well. These problems may include seizures, mood disorders (anxiety, autism, etc.), motor skills impairment or hearing problems.

What causes intellectual disability?

Anytime something interferes with normal brain development, intellectual disability can result. However, a specific cause for intellectual disability can only be pinpointed about a third of the time.

The most common causes of intellectual disability are:

•  Genetic conditions. These include things like Down syndrome and fragile X syndrome.
•  Problems during pregnancy. Things that can interfere with fetal brain development include alcohol or drug use, malnutrition, certain infections, or preeclampsia.
•  Problems during childbirth. Intellectual disability may result if a baby is deprived of oxygen during childbirth or born extremely premature.
•  Illness or injury. Infections like meningitis, whooping cough, or the measles can lead to intellectual disability. Severe head injury, near-drowning, extreme malnutrition, infections in the brain, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.
•  None of the above. In two-thirds of all children who have intellectual disability, the cause is unknown.

Three things factor into the diagnosis of intellectual disability: interviews with the parents, observation of the child, and testing of intelligence and adaptive behaviors. A child is considered intellectually disabled if he or she has deficits in both IQ and adaptive behaviors. If only one or the other is present, the child is not considered intellectually disabled.

After a diagnosis of intellectual disability is made, a team of professionals will assess the child’s particular strengths and weaknesses. This helps them determine how much and what kind of support the child will need to succeed at home, in school, and in the community.

What can I do to help my intellectually disabled child?

Steps to help your intellectually disabled child include:

• Learn everything you can about intellectual disabilities. The more you know, the better advocate you can be for your child.
• Encourage your child’s independence. Let your child try new things and encourage your child to do things by himself or herself. Provide guidance when it’s needed and give positive feedback when your child does something well or masters something new.
• Get your child involved in group activities. Taking an art class or participating in Scouts will help your child build social skills.
• Stay involved. By keeping in touch with your child’s teachers, you’ll be able to follow his or her progress and reinforce what your child is learning at school through practice at home.

Get to know other parents of intellectually disabled children. They can be a great source of advice and emotional support.

Reference

https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1

Homeschooling can be difficult for all families; even more so when a child has a disability or Special Educational Needs. Here are some tips and guidance from Special Education Specialists to make the experience easier.

• Create routines

Students with special needs often thrive off of structure and consistent routines. Set up a daily schedule while students are learning at home. This will help them feel comfortable.

• Use materials you already have at home

Teach new words by asking children to find objects around the house. Children are likely to say and remember the name of the object. Talk to your children and ask them questions about what they see.

Help them learn to become more independent with things like preparing their own meal, cleaning, and laundry. Set up a quick checklist in your home and tackle one task at a time.

• Understand their feelings

Students cannot learn if they’re so stressed with world events that it’s all they can think about. Students with autism especially struggle to understand and cope with change. This causes them anxiety, which may manifest as difficult behaviors. Talking with children about their feelings, and giving extra time to calm, will reduce negative feelings and actions. Both you and the student will feel better about homeschooling. 

Getting the right amount of sleep is important for kids’ developing body and wellbeing. Find out how much sleep your child needs and the impacts of not getting enough.

What’s so important about sleep?

For a growing body, sleep is just as important as nutrition and exercise

Sleep is vital for kids’ health, development and wellbeing. It helps them to stay healthy, grow, learn and do well in school. Sleep physically restores their body, improves brain function and mental health.

Kids of all ages need to get enough sleep so they can play, learn and concentrate during the day.

Not getting enough sleep can have a big impact on your kids – behaviorally, mentally and emotionally.

How much sleep is enough?

Recommended hours of sleep per night can vary depending on age. Every kid is different, so take time to figure out what works best for your kid. Here’s a guide:

• 0-11 months – 14-18 hours per day
• 1-2 years – 10-14 hours per day
• 3-5 years – 10-13 hours per day
• 6-13 years – 9-11 hours per day
• 14-18 years – 8-9 hours per day

The impact of lack of sleep

Sleep problems are some of the most common issues faced by parents. When kids don’t get enough sleep over a period of time, the following behavioral, cognitive (mental) and emotional symptoms can occur:

• Sleepiness during the day

• Issues with study and socializing

• Irritability and moodiness

• Shorter attention span

• Lack of concentration and focus

• Increased forgetfulness

• Reduced academic performance

• Lack of interest and motivation

• Difficulty learning new information

• Difficulty regulating emotions

• Increased emotional problems

• Reduced immune system

• Poorer memory

• Increased impulsivity

• Higher risk of accidents

• Increased stress

• Higher levels of obesity

• Decline in mental health

How to support healthy sleep habits

There are many things you can do to help your kids get good quality sleep as often as possible:

• Encourage exercise or time outdoors during the day
• Turn off devices at least 30 minutes before bed
• Talk to them about their sleep to figure out what might be impacting on it
• Help them make sleep a priority! Ensure they’re getting enough sleep for their age
• Set up a regular bedtime and waking up time – and help them stick with it!
• Develop a regular bedtime routine – taking a bath, brushing teeth, then reading or meditation
• Create a good sleeping environment (dark, cool, quiet and screen-free)
• Avoid sugary foods and drinks a couple of hours before bed to help them rest easier. 

The more reading children do, the more quickly they will develop as readers. It is often recommended that beginning readers spend 15 or 20 minutes reading each day (in addition to the reading they do at school. However, the amount of reading a child does is most important, not the amount of time she spends doing it. So, if a child spends 20minutes reading a book that is very challenging, she will read less (in terms of the total number of words read) than if she spends the same 20 minutes reading easier books.

While 15 to 20 minutes is the recommended amount of reading, it is important to

note that, if your child is interested in and enjoying what she is reading, it is fine

to encourage more time. However, we do not want children to become too tired.

Note that beginning readers generally benefit from reading to someone and many will not be interested in reading alone. Finding time to listen to your child read every day is important. Also, especially at the early stages of learning to read, reading will take

energy and concentration. Therefore, it will be helpful to find a time when your child is not too tired and a place where she can read without too many distractions (such as the TV or other conversations) going on in the background.

Reference

https://isaprofessionaldevelopment.org/documents/parent-booklet/PB-Q12.pdf