Oppositional Defiant Disorder (ODD) in children is
a psychiatric disorder that can persist into adulthood. Students with ODD have
an underdeveloped conscience and poor relationship skills. They display a great
deal of aggression and purposefully annoy others. The actions of these children
seriously interfere with their functioning at home and at school. Being defiant
and argumentative are typical ways children ages two to three and young
adolescents behave; however, students with ODD exhibit a pattern of these
behaviours beyond age three and throughout their school years. Childhood
actions associated with ODD are:
·
Being easily aggravated and annoyed;
·
Irritating others intentionally;
·
Exhibiting sudden, unprovoked anger;
·
Blaming others for their mistakes or for their
misbehaviour;
·
Refusing to comply with adult requests;
·
Bragging about being mean and never truly being
sorry;
·
Lying;
·
Being vengeful without provocation; and
·
Provoking conflict among peers, family members and
other adults.
A child with symptoms of ODD needs a comprehensive
evaluation by a psychiatrist or other qualified mental health professional.
Medication is not usually used to treat ODD; however, medication may be
prescribed when ODD is accompanied by one or more additional disorders such as
Attention Deficit Hyperactive Disorder (ADHD), depression or anxiety. Other possible
coexisting disorders are:
·
Emotional Disturbance
·
Learning Disability
·
Tourette Syndrome
·
Bipolar Disorder
·
Conduct Disorder (CD)
CD is considered to be a more severe form of ODD,
but a child with mild ODD usually does not develop CD. If a student has a CD
diagnosis there are often safety concerns such as fire-setting, vandalism or
other criminal behaviours.
The cause of ODD is unknown. Some researchers have
speculated that ODD results from incomplete child development. These children
do not seem to learn the coping skills that most children absorb early in life.
The disorder may be related to a child's temperament and the family's reaction
to it. Poor parenting skills, loss of a family member to death, divorce or
incarceration, or other family adversity may also play a role in children
developing ODD.
Intervention and treatment of these children should
begin as early as possible. Treatment can include individual, family and peer
group therapy. The goals of individual therapy are to improve the child's
problem solving, communication, and anger management skills. Family therapy
involves parental training that accentuates ways to manage the child`s behavior
and an emphasis on communication skills to improve the parent-child
relationship. Peer group therapy helps children with ODD develop social and
interpersonal skills.
Thoughts for Teachers of Students Identified As
Having ODD
1. When dealing with a child with ODD, it is
important to remember that behaviour management techniques that work well with
other students may be ineffective with him/her. The child will frequently
misbehave and annoy adults to elicit a reaction.
2. Have clear expectations and firm rules and
boundaries.
3. Post classroom rules and a daily schedule so
that the child knows what to expect.
4. Realize that any sort of change in the classroom
routine may be upsetting to a child with ODD.
5. Work hard to establish trust with the student by
being fair and consistent.
6. Believe in the child`s ability to manage his/her
behaviour in an appropriate way.
7. Understand that you are not the cause of the
defiance, only an outlet for it.
8. Discover what the child truly enjoys doing such
as participating in a sport or hobby.
9. Identify skills or attributes that you can
reinforce.
10. Focus on only a few problem behaviours at a
time. Decide what behaviour you will ignore and what you will not accept.
Communicate the consequences for those you cannot tolerate.
11. When problems arise, questions you could ask
the child are: “Is what you are doing working for you?” “What would work
better?” “What could you have done differently to avoid the problem?” “How may
I help you?” (see Helping Children Cope with Anger).
12. Meet privately with the student about specific
concerns, but first establish that you will be respectful toward each other. Be
calm as you discuss his/her actions. You could say something like, “Tell me
what you think the problem is that keeps you from being successful in school.”
Listen to the child without interrupting. Decide together on a behaviour plan
that can be copied and shared with the student.
13. When necessary, meet with the parents and other
adults who interact with the child so that everyone can present a united front.
Since these children are adept at convincing others that someone else caused
their behaviour, they usually are not included in this meeting. After stating
the problem, brainstorm ideas on ways to assist the student in improving
his/her behaviour. Agree on a behaviour plan or contract for the behaviours
necessary for the child to be successful in school. Examples are, “Keep my body
in my own personal space,” or “Follow directions with no more than one
reminder.” The group decides on the details and on the positive consequences
for the student`s compliance. Those involved with the student outside of school
need to come up with a plan also. They need to follow through with a mix of
appropriate positive and negative consequences.
14. State your directions in simple,
straightforward language. Be as clear, immediate and as consistent as possible.
15. If deemed helpful, devise a way to show the
child that he or she is making progress. For example, use stickers, tokens, or
marks on a chart that could be traded for privileges that are reinforcing to
the student. The following are a few ideas: extra computer time, eating lunch
with a friend, additional free time, helping a favorite teacher or doing a
classroom task.
16. Provide recognition when the child exhibits appropriate
behavior. However, be aware that since many children with ODD feel compelled to
do the opposite of what you want, avoid direct, lavish praise. For example,
following a commendation, the student might retaliate by tearing up his/her
work or by hitting someone.
17. Acknowledge small steps toward improvement by
whispering a positive comment to the child. Avoid expressing your feelings
like, “I am so proud of you!” Instead say something like, “This is A+ work.”
Or, you could write a note to give to the student or to mail to him/her.
18. Avoid arguing, lecturing, or threatening a
child with ODD because he/she will most likely view your words as rewarding
rather than as punishment.
19. Avoid raising your voice or exhibiting any
emotion. Be neutral and calmly say something like: “Since you broke the rule
this is what you will do.” Be like a referee who simply states the consequence
and holds the player accountable. Do not allow the child to argue. Just restate
what happens when a rule is broken.
20. When possible concede control to an object such
as a clock or the bell. You could say, “Be ready to go when the bell rings,”
rather than, “I want you to get ready to go!”
21. Furnish a place for the child to regroup and
release negative emotions in a time-out area. You could say to the child,
“Would time in the rest area be helpful?” or "Your time will begin when
you go to the rest area." If regarded appropriate at your school, provide
clay to squeeze, a pillow to punch, or old magazines to tear as a way for the
student to release some of his or her hostility.
22. Provide some closely supervised cooperative
learning activities to assist the student in learning constructive ways to
interact with peers.
23. Ask the school counsellor to work with the
student individually or in a small group to help the child develop anger
management and social relationship skills.
24. Realize that teaching a child with ODD is
difficult, stressful, and exhausting; so take care of yourself (see, Coping
with Stress - Tips for Educators and Ten Keys to Educator`s Survival).
25. Seek assistance from the school administrator,
counsellor, psychologist, special education teacher, or other school
professional when you feel overwhelmed or when you feel you or the children in
your classroom are unsafe due to the behaviour of a student with ODD.
The future of these children is uncertain. Some of
them will outgrow ODD. Others will develop coexisting disorders that will need
further treatment. Still other children will be diagnosed with CD and their
problem behaviours will become more severe. Managing a child with ODD in a
school setting is challenging. It requires a team effort of school
professionals plus parental involvement. However, if assistance is provided
early in a child`s life, a positive outcome is more likely to occur.
Source Courtesy: http://www.kellybear.com/
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