Learning+Assessments+and+Accommodations+For+ODD+Students

=What is ODD (Oppositional Defiant Disorder)?=

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Oppositional defiant disorder is one of the most common behavioral disorders in children. It is characterized by high levels of hostility and defiance. ODD is believe by researchers to be caused when family dysfunction coincides with difficult child characteristics, such as hyperactivity, early in life. ODD is aggravated particularly by overly reactive actions from authority figures, especially in the case of maternal figures, as well as low levels of maternal warmth. Research indicates that the highest risk age for the development of ODD is between the ages of 3 and 6. (Journal of Consulting and Clinical Psychology)

Behaviors of Students with ODD
(http://teacupsclassroom.blogspot.com.au/2012/05/oppositional-defiant-disorder.html)
 * Refuse to comply with instructions/rules
 * Unwilling to compromise
 * Do not accept responsibility
 * Easily annoyed, angered, or irritated
 * Deliberately annoying to others
 * Verbally hostile towards others
 * Test the limits

=The Extreme Cases= While many cases of ODD (oppositional defiance disorder) are able to be accommodated in children, there are instances where even the best guidance can fail. In April of 2006, the city of Medicine Hat witnessed the events of what has come to be known as the Richardson Family Murders, a gruesome event that introduced Canada to its youngest multiple killer to date. Jasmine Richardson, who was 12 at the time of the murders, had her name kept confidential for nearly a decade due to her young age after her trial and incarceration. What was known, however, was that the girl suffered from both conduct and oppositional defiance disorder, and committed the crime when her parents punished her for being involved in a relationship with a man twice her age. Jasmine and her boyfriend proceeded to murder the girl's mother, father, and 8 year old brother, leaving the residents of Medicine Hat to grieve over the terrible scene. As James Stevenson addresses in his Toronto Sun article, Jasmine's psychiatrist expressed the difficulties she faced were a result of the combination of both oppositional defiance and conduct disorders.

While this case may be an extreme, problems with ODD students can nevertheless arise in the classroom. As educators, it is important we are able to understand the implications with learning disorders such as these, and create open, caring learning environments for these students to grown and mature. There are a number of helpful strategies educators can take in order to ensure a student with ODD receives the proper care they need while not disrupting the classroom environment for others.

=Context Surrounding the Issues=

Connections to ADHD
Research supports the theory that ADHD can often increase the risk of the development of ODD. Negative parental reactions to ADHD, including overly aggressive or lax reactions to behaviour problems, coldness or depression towards children and parental depression, have a strong correlation with cases of ODD. It has also been shown that children with ADHD who show symptoms of ODD early are less likely to show reduced signs of ODD symptoms as they age. In sum, it appears that while not necessarily a direct cause of ODD, ADHD can play a strong role in the development of ODD. Furthur, while many children can have their ODD treated with proper management from parents and authority figures, children with both symptoms of ODD and ADHD are far less likely to 'grow out of' ODD. Fortunately, the methods of parenting, teaching and assessing children with ADHD and children with ODD are very similar and so treatment of one condition can be combined with treatment of the other relatively easily. Journal of Consulting and Clinical Psychology

Role of the Family
Family life seems to be the strongest known predictor for ODD. High levels of family dysfunction, particularly maternal over-reactivity and lack of maternal warmth, are believed to be the primary causes of the development of ODD. Mothers who suffer from depression are particularly high risks for their children potentially developing ODD symptoms. It is thus very important for parents in general and mothers in particular to make sure that they take care of their own mental health and understand positive and assertive parenting techniques. There are certain things that a parent can do at home to effectively manage the child. An example of a management technique is to make sure that any praise or criticism is directed at the exhibited behavior rather than at the child. Parents should also learn to use rewards as an incentive over punishment if at all possible. A parent should also exhibit the behavior that he or she wishes to impress upon the child.

=Dietary Concerns=

Studies have shown that certain diets can have positive effects on focus and behavioural problems. Switching a child's diet can not only increase a child's focus and overall temperament, but it also can serve as an alternative to medications.

__Brian Food__
 * Fish
 * Chocolate
 * Berries
 * Whole grains
 * Sugars (from Carbohydrates, glucose) * Not added sugar
 * Water, and a lot of it!

__Foods to avoid__
 * Simple sugar food
 * High fat foods
 * Processed foods
 * Artificial colors and foods (Cases show red dye #40 to be the worst)
 * Deep fried foods
 * Soft drinks

It is also important to note that children should be eating breakfast as a student with an empty stomach will find it very hard to focus and could become restless. This could happen with any child even if he or she does not have ODD but it may at least help reduce certain issues with ODD students. For example, a hungry student is likely to have behavioral, emotional, and academic problems. Hungry students are also more likely to be hyperactive, tardy, or absent.

If you wish to learn more about healthy eating for children feel free to visit @http://www.adhdchildparenting.com/index.php @http://ohioactionforhealthykids.org/wp-content/documents/BreakfastforLearningFRAC.pdf

=Teaching and Assessment Ideas=



Implications for Planning and Awareness
It is important to understand that ODD students are not necessarily slower learners than other students. Engagement with their learning is particularly important. As such, it is suggested that when planning lessons for a class that includes ODD students, teachers should frequently include teaching differentiations that play to the student's interests if possible. Some steps to try are:
 * Meeting the student and parents before the beginning of the school year. Use this time to assess the student's strengths and develop a system that is mutually beneficial.
 * Research and learn as much as you can about ODD beforehand to know how best to deal with the student.
 * Discuss the side effects of any medications with the student and parents.
 * Develop a support system in your school community to offer you support when needed.

Implications for Instruction
Dr Leah Davies outlines many excellent techniques for managing students with ODD in the classroom. It is important that teachers understand that students with ODD will react differently to disciplinary actions than other students. ODD symptoms are aggravated by strong reactions, meaning that the harder a teacher or parent tries to push with discipline the harder the student will push back. Teachers should remember that students with ODD are looking for specific reactions, so calm, structured discipline and positive reinforcement are far more effective than negative reinforcement or punishment.

Some tactics to try in your classroom:
 * Avoid verbal exchanges that may lead to power struggles.
 * provide students with simple directives and choices
 * listen to the student
 * be calm
 * deal with the student in private
 * follow through with what you say

Some things to avoid in your classroom:
 * threatening the student
 * responding emotionally
 * trying to convince or bargain with the student
 * dealing with the student in front of peers
 * putting down the student

(Strategies to work with students with oppositional defiant disorder)

It is also particularly important for students with ODD to be reassured. Showing them that they are making progress and having them reason out the consequences of their actions in a calm environment are important in helping students manage ODD. Effective formative assessment, feedback and encouraging self-reflection become vital tools for a teacher with students who show ODD symptoms.

Implications for Social and Emotional Well-being
It is important that there is a predictable classroom routine for all students, not just students with ODD. Teachers need to be on their toes, watching for signs of anxiety in ODD students. They need to involve the parents in planning, setting goals, and transitioning the student from grade to grade. Teachers need to structure activities in a way that builds positive relationships, between the student and the teacher, and between the student and their peers. They need to praise ODD students for good behaviour, just as the would non-coded students. This can help build good behaviour and self esteem in the individual.

One way of building a positive relationship could be to give the ODD student a mentor, or "buddy," within the school system. This person can help the teacher pass along social skills and strategies to deal with their frustration. Teacher need to take steps to ensure that, when there is a confrontational situation, it does not escalate. ODD students need to remove themselves from stressful situations, and walk way from aggressive situations. When students feel like they cannot control the situation, they need to learn to get help. Teachers need to help ODD students identify what kinds of situations might be stressful for them, and help them find strategies to cope with that stress.

Lastly, teachers need to establish a regular routine in their classroom, and stick to it. Changes in schedule can be destructive to students who are already prone to stress or aggression. However, when the routine is interrupted, as it often will be, teachers need to make sure their students have strategies in place that help them cope. Medical/Disability Information for Classroom Teachers


 * **Dos** || **Don'ts** ||
 * * ** Use long lectures. **


 * ** Be oppositional yourself. **


 * ** Use a loud angry voice. **


 * ** Use negative body language. **


 * ** Revisit earlier problems. **


 * ** Blame yourself or others. **


 * ** Make assumptions about a child’s behavior. **


 * ** Label the child with negative names. ** || * ** Use short explanations of ten words or fewer. **


 * ** Say exactly what you want. **


 * ** Speak calmly and clearly. **


 * ** Make eye contact and control your facial **


 * expression, posture and gestures. **


 * ** Talk about what is happening right now. **


 * ** Focus on solutions, not problems. **


 * ** Ask questions and get feedback. **


 * ** See the child as a whole person with strengths **


 * and weaknesses. ** ||

=Teacher Resources= Blog Developed by Teachers Oppositional Defiant Disorder in Children by Dr Leah Davies