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Oppositional Defiant Disorder Dealing With Defiance In Your Classroom

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Title: Oppositional Defiant Disorder Dealing With Defiance In Your Classroom


1
Oppositional Defiant DisorderDealing With
Defiance In Your Classroom
  • Presented By Julie Ackerman
  • 8th Grade Science Teacher

2
Why Educate Ourselves About ODD?
  • Because each year we can expect to have at least
    1 student with ODD, and several more that exhibit
    oppositional behavior at some time.
  • Because our lives will be a lot easier, and our
    classes will be more productive, if we know how
    to deal with oppositional behavior.
  • Because all students have the right to learn in
    our classes, even those with ODD.
  • Because good teachers know that there are no bad
    students, just bad behaviors. When we
    appropriately deal with the bad behaviors we get
    to see how awesome the student can truly be.

3
Definition of ODD
  • Oppositional Defiant Disorder is the persistent
    pattern (lasting for at least 6 months) of
    disobedient, hostile, negativistic, and defiant
    behavior in a child or teen without serious
    violation of the basic rights of others
    (mentalhealth.com).
  • If a student displays the same kinds of behavior
    that DOES violate the basic rights of others it
    is often labeled conduct disorder. Children with
    ODD often become adults with conduct disorder if
    the right steps arent taken to control the
    behavior. (Bailey and Northey and Silverman and
    Wells 2003)

4
Signs of ODD (Kirby 2002)
  • Oppositional Behaviors
  • Often loses temper.
  • Often argues with adults.
  • Often actively defies or refuses to comply with
    adults requests or rules.
  • Often deliberately annoys people.
  • Often blames others for his/her mistakes or
    misbehavior.
  • Is often touchy or easily annoyed by others.
  • Is often angry or resentful.
  • Is often spiteful or vindictive.

5
The Statistics
  • Studies show that ODD presents in 5-15 of all
    school aged children. (aacap.org)
  • ODD is reported in boys almost twice as much as
    it is reported in girls. (Carlson and Gaub and
    Tamm 1997).
  • 50 of the children diagnosed with ODD are also
    diagnosed with ADHD. (Birmaher and Burke and
    Loeber 2002)
  • Approximately 15-20 of children with ODD also
    have depression and/or anxiety (Frank and Paget
    and Wilde 2005).

6
How does a student with ODD think? (Frank et al. )
  • A am the equal of those in authority- no one has
    the right to tell me what to do.
  • Yes, I sometimes do the wrong thing, but it is
    usually your fault.
  • When you punish or reward me, I feel that you are
    trying to control or manipulate me.
  • Because I know how much you want me to change, I
    will be very stubborn about changing behaviors.
    In spite of experiencing your intended
    punishments and/or rewards, if I change, it will
    be on my time and for me.
  • My greatest sense of control comes from how I
    make others feel.

7
Teacher Tips on How to Deal with the ODD Student
(Barkley and Benton 1998) (Wenning 1999)
  • Pick your battles- Keep in mind the struggles
    that students with ODD go through everyday and
    allow yourself to ignore some of the less serious
    behavior.
  • Dont react, act- If you react you are giving the
    student exactly what he/she wants.
  • Act, dont discuss- Prompt actions work better
    then trying to reason with a student that has
    ODD. It can quickly turn argumentative.
  • Phrase directions as statements not as questions-
    If you ask an ODD student to do something he/she
    probably wont.
  • Do not bring up the past- You can do nothing to
    change it.
  • Have clear rules and appropriate consequences in
    place.

8
Intervention Strategies That Work (Frank et
al.) (ericec.org) (DuPaul and Ervin and Friman
and Kern 1998)
  • Preventative
  • Build a good relationship through consistent
    boundaries and respectful attitudes.
  • Find the time to help the students develop life
    skills for impulse control, anger management,
    decision-making skills, and social skills.
  • Create a predictable environment within the
    classroom and have a safe-haven for the student
    (someplace he/she can go when they need space).
  • Avoid disliking the ODD student.
  • Practice emotional neutrality.
  • Address each students basic needs of belonging,
    competence, independence, and generosity.
  • Use PBIS school-wide.

9
  • Moderate Interventions
  • Help the entire family- Educate family on ODD (if
    needed) and work together to help student.
  • Help student set a goal each day and help him/her
    monitor success.
  • Use behaviors that diminish power struggles
    (privacy, listening, simple directives and
    choices, brevity, walking away, saying I want
    you to have the last word.
  • Take a time out to cool down when things get
    heated, I need some time to think about the
    points you are making.
  • Find an area of interest or expertise and ask for
    the students help.
  • Send the student on an errand if you anticipate a
    resistant behavior.
  • Embrace the students feelings, I see that this
    is really important to you.
  • Use the No-Confidence Approach-You may say, Hmm,
    I dont think your ready for this yet. The ODD
    student will probably try to prove you wrong.

10
  • More Intense Interventions
  • Time Projection- Have the student try to imagine
    1 or 2 months into the future when they are
    having a difficult time.
  • Have student answer the question, What has anger
    done for you lately?
  • Keep a volcano calendar- Use an illustration to
    help the student keep track of the intensity and
    frequency of anger situations.
  • Create a distraction- Think of a happy or funny
    moment and remind the student of it.
  • Have student get involved in a service learning
    project.
  • Trust the student enough to use them as peer
    helpers.

11
Recap
  • Remember that an ODD child has needs just like
    every other student you have.
  • Remember to keep calm and never get emotional
    around your ODD student.
  • Remember to never take it personal.
  • Remember that small successes are something to be
    very proud of.
  • Remember that there are things that work, it may
    just take some time to find out what they are.

12
Is It Worth Your Time To Learn About ODD?
  • If you cant answer that question now just wait
    until your first experience this year with an ODD
    child.
  • For more information on Oppositional Defiant
    Disorder Contact
  • National Institute of Mental Health (NIMH)
  • Public Information and Communications Branch
  • 6001 Executive Boulevard, Room 8124, MSC 9663
  • Bethesda, MD 20892-9663
  • Phone 866-615-6464
  • American Academy of Child and Adolescent
    Psychiatry (AACAP)
  • 3615 Wisconsin Avenue, N.W.
  • Washington D.C. 20016-3007
  • Phone 202-966-7300
  • American Psychiatric Association (APA)
  • 1000Wilson Boulevard, Suite 1825
  • Arlington , VA 22209-3901
  • Phone 703-907-7300

13
References
  • Bailey E., Northey W., Silverman W., Wells K.
    (2003). Childhood behavioral
  • and emotional disorders. Journal of
    Marital and Family Therapy, 29, 523-
  • 545.
  • Benton C., Barkley R., Wilde J. (1998). Your
    Defiant Child 8 Steps to better
  • Behavior. New York, New York The
    Guilford Press.
  • Birmaher B., Burke J., Loeber R. (2002).
    Oppositional defiant disorder and
  • conduct disorder a review of the past
    10 years. Journal of the American
  • Academy of Child and Adolescent
    Psychiatry, 41, 1275-1294.
  • Carlson C., Gaub M., Tamm L. (1997). Gender
    differences in children with
  • ADHD, ODD, and co-occurring ADHD/ODD
    identified in a school
  • population. Journal of the American
    Academy of Child and Adolescent
  • Psychiatry, 36, 1706-1715.

14
References (continued)
  • DuPaul G.J., Ervin R.A., Frima P.C. (1998).
    Classroom-based
  • functional and adjunctive assessments
    proactive approaches to
  • intervention selection for adolescents
    with attention deficit
  • hyperactivity disorder. Journal of
    Applied Behavior Analysis, 31,
  • 65-78.
  • Frank T., Paget M., Wilde J. (2005). Defying the
    Defiance. Chapin,
  • South Carolina Youthlight.
  • Kirby, A. (2002) Oppositional defiant and conduct
    disorder. Update,
  • 65, 522-528.
  • Wenning K. (1999). Winning Cooperation From Your
    Child A
  • Comprehensive Method to Stop Defiant
    and Aggressive
  • Behavior in Children. Northvale, New
    Jersey Jason Aronson Inc.

15
Internet Resources
  • Internet Mental Health
  • Synopsis of ODD including description, diagnosis,
    treatment, research, booklets, and other links.
  • http//www.mentalhealth.com/dis/p20-ch05.html
  • Stockpot EBD Project
  • Definition, indicators for parents and teachers,
    and intervention strategies for the mainstream
    teacher dealing with the ODD student.
  • http//www.users.glabalnet.co.uk/edbstudy/disord1
    /oppose.htm
  • Information Center in Disabilities and Gifted
    Education
  • Definition, diagnostic guidelines and helpful
    links.
  • http//ericec.org/faq/odd.html
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