Condu Definition and

ct
Alberta Ed
Disord Coding
er (CD)

Code 53
(Emotional/Behavio
ral Disabiity)
A repetitive and
persistent pattern
of behavior by a
child or teenager in
which the basic
rights of others or
major ageappropriate
societal norms or
rules are violated

Observable
Behaviour &
Characteristics
Aggression to people and
animals:

Teaching Strategies

Often bullies, threatens,

or intimidates others

Often initiates physical

fights

Used a weapon that can

cause serious physical
harm to others

Been physically cruel to

people

Been physically cruel to

animals

Stolen while confronting

a victim (e.g., mugging,
purse snatching,
extortion, armed

robbery)

Forced someone into

Mentorship program
Give the child a purpose
Remain objective when
interacting with the
student.
Identify skills or attributes
that you can reinforce.
Remain positive; give
praise and positive
reinforcement when the
student demonstrates
flexibility and/or cooperation.
Be approachable and act
as a positive role model.
Display classroom rules
and a daily schedule so
the student knows what
to expect.
Add visual cues to the
rules to provide for
students who may have
literacy difficulties
Devise an exit strategy
(e.g. provide the student
with a red card to display
if he/she needs a time

Resources

Conduct
Disorder
Symptoms
http://psychce
ntral.com/diso
rders/conduct
-disordersymptoms/
Strategies for
Learning and
Teaching
http://www.se
ss.ie/categori
es/emotionaldisturbanceandorbehaviouralproblems/con
ductdisorder/tipslearning-andteach

sexual activity
Destruction of property

Has deliberately
engaged in fire setting

with the intention of

causing serious damage

Has deliberately
destroyed others
property (other than by
fire setting)

Deceitfulness or theft

Broken into someone

elses house, building,
or car
Often lies to obtain
goods or favours or to
avoid obligations (i.e.,
cons others)

Has stolen items of

nontrivial value without
confronting a victim
Serious violations of

out)
Remember rewards work
better than sanctions
Develop a self-esteem
programme and explicitly
teach social skills.
Seat the student near a
good role model.
Reward short periods of
success.
Reward effort as much as
achievement.
Break tasks into small
manageable chunks for
the student.
Agree methods by which
the student can engage
your attention.
Allocate clear roles when
organising group work.

rules

Often stays out at night

despite parental
prohibitions, beginning
before age 13 years

Has run away from

home overnight at least
twice while living in
parental or parental
surrogate home (or
once without returning
for a lengthy period)

Often truant from

school, beginning before
age 13 years