Conduct-Dissocial Disorder
ICHI Interventions for Conduct-Dissocial Disorder (6C91) in Young Children
ICHI classifies interventions, not disorders. For Conduct-Dissocial Disorder (ICD-11 6C91) in young children, the applicable ICHI families are predominantly psychological and behavioural — parent-management and family-skills training, child social-cognitive interventions, caregiver counselling and educational support — not primary pharmacology. Selection follows a clinical formulation, not a code alone.
A child with persistent rule-breaking, aggression or defiance is signalling unmet need — and the ICHI framework gives us a shared vocabulary to map the interventions that help.
In short
The WHO International Classification of Health Interventions (ICHI) does not name disorders; it classifies interventions by Target, Action and Means. For Conduct-Dissocial Disorder (ICD-11 6C91) in young children, the applicable ICHI families are predominantly psychological and behavioural interventions — parent-management and family-skills training, child-focused behavioural and social-cognitive interventions, caregiver counselling, and educational/environmental support — rather than primary pharmacological action. In young children the evidence base and ICHI mapping centre firmly on parenting and family interventions delivered around the child, not labels applied to the child.Mapping ICHI to 6C91 in early childhood
ICHI codes describe what is done. For conduct-dissocial presentations the relevant intervention targets cluster as follows:- Interventions on caregiver/family behaviour — structured parent-management training, behavioural family intervention, and caregiver skills training (consistent limits, positive attention, predictable routines). This is the first-line, best-evidenced tier in the under-7 group.
- Interventions on the child's behavioural and emotional functions — social-cognitive and problem-solving skills training, emotion-regulation and self-control building, delivered developmentally.
- Interventions on social and communication functions — supporting language and social reciprocity, since expressive-language and pragmatic difficulties frequently co-travel with disruptive behaviour.
- Counselling and education interventions — psychoeducation for family and educators, classroom/environmental modification.
- Assessment and care-coordination interventions — structured functional assessment and multi-agency coordination where school, home and health intersect.
A crucial clinical caveat: in very young children, oppositional and aggressive behaviour is common, developmentally bound, and often better understood through co-occurring factors (language delay, ADHD features, attachment disruption, sensory dysregulation). A 6C91 label is applied cautiously and only when the pattern is persistent, pervasive and disproportionate. The ICHI intervention set should therefore be selected against a formulation, not a single code.
When to refer
Prioritise assessment when aggression or rule-breaking is persistent across settings (home and preschool), when there is risk to the child or others, or when caregiver capacity is overwhelmed. Screen actively for co-occurring ADHD, language disorder and adverse experiences — these reshape the intervention mix.The Pinnacle way
A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre, by qualified clinicians under clinical governance — never from a code list, a form or an app. Our behavioural therapy and family-skills pathways translate the ICHI intervention families into a child-specific plan, coordinated with speech and language support where pragmatic-language needs co-occur. [Partner with us](/) to align ICHI-mapped interventions with measurable developmental goals.Trusted sources
WHO International Classification of Health Interventions (ICHI) beta framework of Target–Action–Means; WHO ICD-11 entry for Conduct-Dissocial Disorder (6C91); NICE guidance on antisocial behaviour and conduct disorders in children, which positions parent-training and child-focused programmes as first-line.Next step — Map a child's presentation to an evidence-aligned intervention plan: [refer to a Pinnacle clinician](/).
This is general information, not a diagnosis — a clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre under qualified clinician care.
What to watch
Persistent aggression or rule-breaking across both home and preschool, risk to self or others, and overwhelmed caregiver capacity — alongside co-occurring ADHD features, language delay or adverse experiences that reshape the intervention mix.
Try this at home
When advising families, anchor the first conversation on predictable routines and labelled positive attention — the lowest-cost, best-evidenced parent-management lever for disruptive behaviour in early childhood.
Trusted sources
Developed by SETU Consortium · Pinnacle Blooms Network · Last reviewed 2026-06-10 · reviewed every 365 days
This is general information, not a diagnosis. A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre, under qualified clinician care.
Frequently asked
Does ICHI list specific codes for Conduct-Dissocial Disorder?
No. ICHI classifies interventions, not diagnoses, using a Target–Action–Means structure. You map interventions relevant to a 6C91 presentation — principally parent-management training, child behavioural and social-cognitive interventions, counselling and educational support — rather than searching for a disorder-specific code.
Are medications part of the ICHI intervention set for young children with 6C91?
Pharmacological action is not first-line for conduct-dissocial presentations in young children. ICHI mapping and the evidence base centre on parenting, family and child-focused behavioural interventions; medication is considered only for specific co-occurring conditions under specialist care.
Why is caution advised before applying a 6C91 label to a young child?
Oppositional and aggressive behaviour is common and often developmentally bound in early childhood, and frequently reflects co-occurring language delay, ADHD features, sensory dysregulation or attachment disruption. A 6C91 label applies only when the pattern is persistent, pervasive and disproportionate, and interventions should follow a formulation.