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The DSM-IV criteria for conduct disorder (CD) and oppositional defiant disorder (ODD) are reviewed. These diagnoses are compared with their counterparts in DSM-III-R, and the rationale and empirical support for changes in criteria are described. Generally, DSM-IV criteria appear better operationalized and more closely conform to empirical studies than do prior criteria. However, results from DSM-IV field trials indicate that interrater and test-retest reliability were only marginally improved compared to prior criteria and remained moderately low by psychometric standards. Studies confirming the importance of subtyping CD on age of onset are reviewed, and empirical evidence for the relationship between ODD and early-onset CD is described. These criteria highlight the importance of alerting clinicians to early intervention, especially for symptoms of ODD that are typically easier to modify than ones of CD. Although overlooked in DSM-IV criteria, community factors, gender differences, and academic functioning are important considerations in school-based assessments and interventions.
School mental health staff are in a unique position to assess a broad spectrum of problems associated with childhood and adolescent conduct disorder (CD) and oppositional defiant disorder (ODD). The current article provides an overview of the revised criteria for these disorders, the empirical support for these criteria, and their limitations and utility for school mental health staff. First, the DSM-IV criteria (American Psychiatric Association, 1994) will be reviewed for each disorder and results from the DSM-IV field trials will be presented...