Download - Oppositional Defiance Disorder
Brittany Leonard
OPPOSITIONAL DEFIANCE DISORDER
CENTRAL QUESTION: WHAT STRATEGIES CAN TEACHERS USE TO ENSURE STUDENTS DIAGNOSED WITH ODD SUCCEED TO
THEIR FULLEST POTENTIAL?
What is ODD?- Oppositional Defiant Disorder is on ongoing pattern of the
following behaviours:- disruptive- disorganized- hostile- negative- defiant- causing conflict- frequent temper tantrums- argue excessively with adults- blame others for mistakes- say mean and hateful things when upset, often
perceived by adults as spiteful and vindictive- easily annoyed with others- display extreme reactions
- Why was I interested in this topic? I had a student in one of my classes last year diagnosed with it. I did not understand the disorder or how to address his
behaviour or to help him learn, so I decided to use research methods on how to help students like him succeed.
- Step #1: Sources of Background Knowledge- Step #2: Documentary: Taking Care: Child and Youth
Mental Health- Step #3: Debate: Oppositional Defiant Disorder- (Step #4: Interview with Nanaimo Chapter – Contact
List for 2014 wasn’t updated in time to complete this step)
- Step #5: Handbook: Understanding and Addressing Oppositional and Defiant Classroom Behvaiors
OV
ERV
IEW O
F PRO
CESS
STEP 1Sources of Background Knowledge
Incremental Theory: informing the test group that the ability that is being tested is relatively unstable, so it is
capable of being changed.
HOW TO INCREASE ACADEMIC PERFORMANCE IN CHILDREN WITH ODD? AN IMPLICIT THEORY EFFECT
IMPAIRED DECISION MAKING IN ODD RELATED TO ALTERED PSYCHOPHYSIOLOGICAL RESPONSES TO REINFORCEMENT
ADVANTAGEOUS:
Frequent small rewards
Occasional small penalties
SEDUCTIVE:
Frequent large rewards
Increasing penalties
DISADVANTAGEOUS:
Frequent small rewards
Increasing penalties
- high novelty seekers- low self-directedness- low cooperativeness- more anxious and
depressed- have more social and
attention problems- are prone to delinquent
and aggressive behaviours
- more persistent- greater self-directedness
Subject with ODD Subject with ODD and ADHD
DOES ODD HAVE TEMPERAMENT AND PSYCHOPATHOLOGICAL PROFILES
INDEPENDENT OF ADD/ADHD
STEP 2Documentary: Taking Care: Child and Youth Mental
Health
TAKING CARE: CHILD AND YOUTH MENTAL HEALTH
- A parent explains the behaviour of her child:- “…it’s not selective listening, but having difficulty attending to
info that isn’t that important to him” (give students relevant information in steps if possible so it is easy to follow without all the “fluff”)
- “…it is important to learn how to manage your reactions and deal with things in as much of a matter-of-fact way as possible, in a positive and supportive way”
- try your best not to end up in a power struggle
STEP 3Debate: Oppositional Defiant
Disorder
- question of dominance- these children are more
defiant and aggressive
- best steps:- prevent outbursts before
they happen by instilling routine
- focus on socialization (sharing, rules)
- negotiation is good for older kids
- lack cognitive skills including: flexibility and adaptability,
frustration tolerance, problem solving
- best steps:- talk with the child to see why
they are reacting as they are- work to come up with a
solution together- the misunderstanding and poor treatment they face are
what makes matters worse/unsolvable later in life
Jordan Peterson – Clinical Psychologist
Ross Greene – Author and Psychologist
OPPOSITIONAL DEFIANT DISORDER
STEP 5Handbook: Understanding and Addressing
Oppositional and Defiant Classroom Behaviors
UNDERSTANDING AND ADDRESSING OPPOSITIONAL AND DEFIANT CLASSROOM BEHAVIORS
1. Access prereferral services.2. Encourage family collaboration and communication.3. Collect assessment data and perform a functional behaviour assessment.4. Address students’ learning and motivational difficulties.5. Provide social skills instruction.6. Offer attribution training.7. Build relationships with students8. Develop students’ self-esteem.9. Give students choices.10. Be aware of verbal and nonverbal communication.11. Teach students to use self-management interventions.12. Follow routines and foster transitions.13. Establish and teach rules.14. Learn more about oppositional and defiant behaviours.
This handbook stated: “Educators need to be aware of the problems associated with labeling students. Such terms as oppositional defiant disorder locate problems within students rather than within the education system.”
- This statement stood out to me because I completely agree with it and it relates to the content of the handbook, which provides actions a teacher may take in order to help in the success of his/her students.
- It also relates to my “next steps” on the Slide #17.
SUMMARY OF FINDINGS
Articles:- Having the child believe in him/herself is key to their success.- Frequent penalty is better than having larger penalty.- Children with ODD and ADHD are more persistent and more
self-directed (don’t assume having more than one disorder is worse than having only one).
Documentary:- Make sure to give information without all the “fluff”.- Respond in a matter-of-fact way (avoiding power struggle), but
be positive and supportive.
Debate:- Prevent! Prevent! Prevent! Have conversations to understand
why they are responding how they are. Stick to a schedule. Teach the skills they lack (esp. social skills)
Handbook:- In addition to those solutions above, create a plan with a
support group including the family.- Use attribution training to reflect on their own abilities and
areas of improvement, developing their sense of responsibility and self-esteem.
- Make learning interesting to get them motivated to learn.
SPECIFIC
STEPS TO TA
KE IN
MY
FUTU
RE C
LASSR
OO
M
- Summary: This investigation has satisfied my question on what are some techniques to ensure that students with ODD (and other defiant behaviours) succeed at school.
- Reflection: In the first part of this inquiry, I learned about the characteristics of a child with ODD that I knew could be prevented in the classroom (negative, defiant, blame others). The articles, especially the handbook, each gave me a detailed method in addressing these behaviours more so than any other resource. The debate was useful in that it showed me that causes and solutions are still in the research stages, but that a consensus is made on some of the techniques to addressing this behaviour. The parent’s testimony in the documentary helped me to understand the child behind the disorder and that patience is key in helping children with ODD.
- Next steps: During this investigation, I decided that I want to learn more about a variety of learning styles and other disorders common in students to ensure their success. I believe it is the teacher’s responsibility to have the knowledge to ensure the success of all of his/her students. For these reasons, I have enrolled in a few online courses that discuss inclusive education (as demonstrated in my Portfolio Presentation).
SUM
MA
RY
RESOURCES
D. Da Fonseca, F. Cury, A. Santos, P. Sarrazin, F. Poinso, C. Deruelle. "How to increase academic performance in children with oppositional defiant disorder? An implicit
theory effect.” Journal of Behavior Therapy and Experimental Psychiatry 41.3 (2010): 234–237. Web. 18 October 2013.
Hyo-Won Kim, Soo-Churl Cho, Boong-Nyun Kim, Jae-Won Kim, Min-Sup Shin, Jin-
Young Yeo. “Does oppositional defiant disorder have temperament and psychopathological profiles independent of attention deficit/hyperactivity
disorder?” Comprehensive Psychiatry. 51.4. (2010): 412–418. Web. 18 October 2013.
Marjolein Luman, Joseph A. Sergeant, Dirk L. Knol, Jaap Oosterlaan. “Impaired Decision Making in Oppositional Defiant Disorder Related to Altered
Psychophysiological Responses to Reinforcement.” Biological Psychiatry. 68.4 (2010): 337–344. Web. 18 October 2013.
“Oppositional Defiant Disorder.” Youtube – tvoparents. 4 May 2010.
Salend, Spencer and Shawna Sylvestre. “Understanding and Addressing Oppositional and Defiant
Classroom Behaviors.” Teaching Exceptional Children. 37.6. (2005): 32-39. Web. 18 October
2013.
Taking Care: Child and Youth Mental Health: Knowledge Network. Open Learning Agency.
(2004). Web. 23 October 2013.