This document provides information about a 13-year-old girl named Shianne who has been diagnosed with Oppositional Defiant Disorder (ODD). ODD is characterized by negative, defiant, and disobedient behavior toward authority figures. The document outlines Shianne's background and symptoms. It then discusses a whole school approach to supporting students with ODD, including classroom and community strategies. Examples of specific classroom strategies are given, such as developing a calm down area and teaching coping strategies. The document emphasizes using a strength-based approach and establishing clear expectations, routines, and relationships to help students with ODD.
This document provides information about a 13-year-old girl named Shianne who has been diagnosed with Oppositional Defiant Disorder (ODD). ODD is characterized by negative, defiant, and disobedient behavior toward authority figures. The document outlines Shianne's background and symptoms. It then discusses a whole school approach to supporting students with ODD, including classroom and community strategies. Examples of specific classroom strategies are given, such as developing a calm down area and teaching coping strategies. The document emphasizes using a strength-based approach and establishing clear expectations, routines, and relationships to help students with ODD.
This document provides information about a 13-year-old girl named Shianne who has been diagnosed with Oppositional Defiant Disorder (ODD). ODD is characterized by negative, defiant, and disobedient behavior toward authority figures. The document outlines Shianne's background and symptoms. It then discusses a whole school approach to supporting students with ODD, including classroom and community strategies. Examples of specific classroom strategies are given, such as developing a calm down area and teaching coping strategies. The document emphasizes using a strength-based approach and establishing clear expectations, routines, and relationships to help students with ODD.
This document provides information about a 13-year-old girl named Shianne who has been diagnosed with Oppositional Defiant Disorder (ODD). ODD is characterized by negative, defiant, and disobedient behavior toward authority figures. The document outlines Shianne's background and symptoms. It then discusses a whole school approach to supporting students with ODD, including classroom and community strategies. Examples of specific classroom strategies are given, such as developing a calm down area and teaching coping strategies. The document emphasizes using a strength-based approach and establishing clear expectations, routines, and relationships to help students with ODD.
● Blended family with father as the primary caregiver
● Her mother on the Moose Lake Reservation and visits every summer
● 9 years old diagnosed with ADHD and treated with medication
● Has become resistant to taking meds
● Last school year she was removed from class and changed teachers
● June new issues developed
● Parents concerned and referred to a child psychologist
● Diagnosed with Oppositional Defiant Disorder
What is Oppositional Defiant Disorder? Oppositional Defiant Disorder [ODD] a recurrent pattern of developmentally inappropriate,
negativistic, defiant, and disobedient behaviour toward authority figures.
General symptoms of ODD include:
● frequent temper tantrums ● arguing a lot with adults ● refusing to do what an adult asks ● questioning and refusing to follow rules ● doing things to annoy or upset others ● blaming others for the child’s own misbehaviors or mistakes ● seeking revenge or being vindictive. . live with Working with a student with ODD- Whole School Approach Support student with a strength-based approach
Circle of Courage: Belonging, Mastery, Independence and Generosity
Social Emotional Learning for all students
Common Language used by all staff
Working with a student with ODD- Classroom Approach Proactive Strategies: *Differentiated Instruction - Lessons are well planned, interesting, meet the level of each learner and allow for hands on experiences whenever possible. This allows opportunities for students to choose their mode of learning and the way they want to demonstrate what they have learned. Examples include: providing fill in the blank notes, having access to a word bank, presenting to the teacher instead of the whole class, choosing between a digital presentation and a poster.
*Set clear expectations for behavior and work completion - Expectations are created as a whole class. Expectations are taught, demonstrated, rehearsed and practiced. Exemplars, a rubric and checklist are provided for each assignment. Large assignments are broken down into smaller chunks.
*Create consistent classroom routines - Start each day with a check in for how everyone is feeling using a sticky note on chart paper. As this can be anonymous with everyone participating, Shianne will feel like she belongs to the classroom community. Review previous days content and homework, last 20 minutes of class for independent work, use of visual schedule to break up the class - structure.
*Always use a calm and consistent voice - Staff working in the classroom must always be calm and consistent when working with Shianne. Always use a calm tone of voice, especially when Shianne is demonstrating unexpected behavior in class.
*See Shianne’s behavior as a means of communication - Shianne’s body language and verbal responses are indicators of how she is feeling.
*Have a safe place in the classroom for Shianne to go and calm down - This can look like a corner in the classroom that is more private and away from other students. This will provide a student in distress some privacy until ready to return to their work.
*Offer choices - Allowing Shianne to be in control of her learning will increase her capacity to be focused on her assignments because she will be able to choose what she wants to do.
*Build relationships with Shianne and her family - Take the time to get to know Shianne and her parents. Find out the things Shianne likes and dislikes, which tasks are too easy or too difficult. Ask her parents for tips and strategies they use when Shianne is showing signs of frustration or aggression. Example of Specific Strategies Develop a Calm Down Area Develop Routines This is an area of the classroom Routines that are consistent where a student can go and will allow for a student to feel regulate their emotions. This more incontrol of their day. space can be used when they are Everything from handing in angry or upset. The benefit of the homework, lineup and space is that it helps de-escalate transition from one subject to the student, keeps them in the another can prepare a student classroom and helps the student so they feel more agency. get back to learning quickly.
Give Special Responsibilities Teach Coping Strategies
A way to connect a student to the Strategies might need to be explicitly school is by allowing them to give taught. Strategies can include back in some way. Asking the listening to music, using a calming jar, student to water the plants each writing in a journal, and standing and morning or perhaps hand out the stretching. These should be practiced technology make them feel needed. before a student becomes If it aligns with their interests, this dysregulated. They should be can create an even better reviewed consistently so they are connection and sense of belonging. already known prior to being needed. De-escalation Strategies
● Act calm even if you’re not. ● Distract with a positive photo of something ● Say, “Let’s talk about this later”. they like. ● Use humor to lighten the mood. ● Show that you are listening. ● Lower your voice. ● Remove the audience. ● Give a choice. ● Say, “I want to help you.” ● Walk away. ● Talk about something they like. ● Ask, “What would help you right ● Make a joke. now?” ● Encourage the person. ● Change the subject to a positive one. ● Remind them of something amazing they did. ● Give personal space. ● Say, “You can do this.” ● Say, “I see where you are coming ● Call another adult for help. from.” Working with a student with ODD- Community Approach
Community Support In person or online support groups Divisional/ School MATC Support Therapists and Resource Teacher Counsellors School Guidance Counsellor School Mental Student Health Nurse School Psychologist
Home Support Family Services Worker Parent Management Training Family Therapy Transitions within the Education System Mental Health Promotion
PROACTIVE MENTAL HEALTH STRATEGIES:
● Build positive routines
● Prepare for life after school
● Create conditions for sustained positive mental health
● Provide opportunities for choice > control
● Manageable and sustainable
Mental Health Promotion The Strength of Oppositional Defiant Disorder
● ODD Kids are Creative
● ODD Kids are Trailblazers ● ODD Kids Have Determination
https://www.empoweringparents.com/article/strengths-oppositional-defiant-child/ Questions Further Reading/References
Here are some resources for further information and resources:
ODD A Guide for Families by the American Academy of Child and Adolescent Psychiatry https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/odd/odd_resource_center_odd_guide.pdf
Pathway 2 Success: Strategies for Kids with Oppositional Behaviors
A Teacher’S Guide to Understanding the Disruptive Behaviour Disorders: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder
Emotional and Behavioral Problems of Young Children Effective Interventions in the Preschool and Kindergarten Years 2nd Edition Melissa L. Holland All Chapters Instant Download
A Teacher’S Guide to Understanding the Disruptive Behaviour Disorders: Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder
Emotional and Behavioral Problems of Young Children Effective Interventions in the Preschool and Kindergarten Years 2nd Edition Melissa L. Holland All Chapters Instant Download
