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Oppositional Defiant Disorder (ODD) can be defined as a recurrent pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with day-to-day functioning. Symptoms of ODD may include: > The symptoms are usually seen in multiple settings, but may be more noticeable at home or at school. The causes of ODD are unknown, but many parents report that their child with ODD was more rigid and demanding than the child's siblings from an early age. Biological and environmental factors may have a role. BACK TO TOP
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Frequent temper tantrums[[image:ticked_off_girl_02.jpg align="right"]]
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Excessive arguing with adults
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Active defiance and refusal to comply with adult requests and rules
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Deliberate attempts to annoy or upset people
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Blaming others for his or her mistakes or misbehavior
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Often being touchy or easily annoyed by others
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Frequent anger and resentment
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Mean and hateful talking when upset
 * <span style="font-family: Symbol; mso-bidi-font-size: 13.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> <span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Seeking revenge

 The following classroom outcomes are based on the definitions of ODD as noted by Dr. James Chandler's paper, "Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) in Children and Adolescents: Diagnosis and Treatment". ODD can be seen as a pattern of negativistic, hostile, and defiant behaviour lasting at least six months during which four or more of the following are present: 1. Often loses temper A child who loses his or her temper on a regular bases in the classroom will also cause a lot of disturbances for her or his fellow students. In addition, while the student may be missing out on opportunities for learning due to these outbursts, the disturbances are also going to effect the learning of others in the classroom. While every class will inevitably have days that are more trying than others, the overall atmosphere of the classroom should remain positive. It is in this setting that teachers will find students aspiring to perform at their best. However, in a classroom where a child is continually losing his or her temper, the positive atmosphere teachers try and foster can be compromised. 2. Often argues with adults A child with ODD may actively search for things in which to argue with her or his teacher. While some disagreement will not adversely affect the relationship of the student and teacher, a continual pattern of argument will result in a negative relationship between the student and the teacher. This situation can undermine the emotional environment of a classroom in two major ways. First, arguing itself leads to negative feeling that can pervade the classroom. Second, and more insidious is how the teacher feels about the student. Children are very perceptive and the other students in the room will no doubt notice the negative relationship that is being generated due to arguments. Depending on how the teacher is perceived in the room, and his or her popularity with the students, children will either side against the ODD student, and with the teacher, or against the teacher and with the ODD child. In the case of the former, the child becomes outcast from the rest of the class, making them the object of ridicule and bullying. In the case of the latter, the teacher will find it exceptionally difficult to gain respect from the students and to successfully teach the lessons. As children are known to copy others they find to be "cool", the negative behaviour may be adopted by others in the class. In either case, both scenarios are to be avoided. 3. Often actively defies or refuses to comply with adults' requests or rules A teacher can expect similar outcomes regarding non-compliance as with arguments. In both situations, a power-struggle can ensue, resulting in a downward spiral of negative behaviour. Others in the class may pick up on these behaviours and try and copy them, especially if they see that the child with ODD is getting something out of it. On the other hand, students who side with the teacher may not want to get along with the child with ODD. As social skills as well as gaining and keeping friends is often a problem for these children, the teacher's negative attitudes may add to an already challenging issue for children with ODD. 4. Often deliberately annoys people Anyone who has a sibling has likely had experience with someone who is trying to purposely annoy them. Children often intentionally annoy each other due to boredom or to simply get a "rise" out of the other person. A child who is ODD may be engaging in this behaviour more frequently than a child who does not have ODD. In the classroom, such annoyances may result in further dislike for the student from both teachers and other students, as well as disruptions to work. Students who are in close proximity to the child with ODD may be targeted more often than others. Therefore, the teacher should take steps to note the performance level of the surrounding children. While separating a child with ODD from the rest of the class may benefit those who would otherwise be "in the line of fire", it also acts to segregate that student from the rest of the class, making it seem even more obvious that they do not belong.

5. Often blames others for his or her mistakes or misbehaviour Children with ODD often have difficulty in connecting their actions with the outcomes they experience. This may be due to the fact that they do not want to have to take responsibility and whatever blame they feel may come, or it may be a genuine lack of understanding. Regardless of cause, blaming others for what they have done will inevitably result in arguments. In addition, the child is not gaining the value of learning from her or his mistakes. Instead, a negative pattern is developed which may become habituated in the person. It is essential that the teacher help the student with ODD make the connections between his or her behaviour in a non-threatening manner that encourages growth. This approach may be a challenge for teachers who are already frustrated with the child. 6. Is often touchy or easily annoyed by others Children are notorious for finding the weak link and exploiting it. Children who are more sensitive to annoyances may find that they are targeted more often than other children. With an ODD child, this can quickly become a very difficult situation because they are more likely to react vengefully (see below) and hold onto any grudges they have for a long time. While children are the most obvious ones to cause annoyances, a child with ODD is very adept at finding it in seemingly innocent actions by their teachers and other adults as well. The feeling that they are on the outside and the object of others scorn and ridicule is heightened to the point that the child may see purposeful harassment, even if none is intended. In the classroom, this creates an atmosphere where everyone feels they are walking on pins and needles, especially around the child with ODD. 7. Is often angry and resentful All the issues that have been discussed above result in the fact that these children are more angry and lash out more often than children without ODD. The reality is that because these children are so difficult, they legitimately often are the object of ridicule and bullying, as well as ostracization. Teachers who are having a difficult time with students must be vigilant that they are not more critical of these children's work, marking them a little more harshly than other children in their class. They also must be careful that they, themselves do not become overly sensitive to the child's negative behaviour by expecting the child to be disruptive, uncooperative, angry and disrespectful. Remember, you get what you expect. 8. Is often spiteful and vindictive Children with ODD seem to have long memories when it comes to who mis-treated them. It is possible for these children to be still holding onto the negative feelings they have toward someone, even years later. Children with ODD will use their creativity to find inventive ways to get even with another for a wrong done to them. They will continue to lash out at the other for as many times as they feel is justified and they can feel vindicated. In the classroom, this can mean that negative behaviour is continued and repeated. In fact, it helps to perpetuate the negative cycle that can be generated in enforcing a negative classroom environment that is disruptive and ineffectual for true learning to happen. The disturbance in behaviour causes clinically significant impairment in social, academic, or occupational functioning.

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 Our learning adaptations have been broken down into four categories: Instructional Strategies, Behavior, Social Skills, and Classroom Management. To be successful and to nurture a student with oppositional defiant disorder, work must be done in many areas within the classroom environment.

One crucial factor, that is not necessarily only directed to students with O.D.D, is to be certain that the work they are given is in accordance with their level of learning. If a student is constantly presented with work that is too difficult for him/her it seems only natural for them to shut-down, to stop trying, or to give up because the teacher is creating a resistance. On the other hand, if work is too easy, students will become bored and they will often act out to occupy their time. In order to avoid this frustration and boredom, teachers need to develop a strategy to constantly challenge their students and keep them focused on their school work so that they do not have the time for inappropriate behaviour. It is also important to give these students choice when it comes to the work and tasks that they are expected to complete. This will give them a sense of ownership and they will be more motivated to work on something they have chosen, rather than something that has been assigned to them. The important point to remember when doing this is to state their options briefly and clearly so that they know exactly what opportunities they are being provided with. Pacing instruction is another good strategy to keep students with O.D.D busy and engaged in school work. Going through material too quickly or too slowly will again, become frustrating or boring and the students will use this as an excuse for their behaviour.
 * 1) Instructional Strategies:**

**2) Behavior:** Behavior is perhaps the area where much focus lies. The important things to remember are to pick your battles with the child, and not to fight over every misbehaviour. Your consequences for misbehaviour must be clearly stated and defined, have a time limit, and consistently followed. The best thing a teacher can do is model good behavior, and be sure to praise the student for these good behaviors. Teachers must recognize that even though the student may be challenging at times, they have their own strengths and gifts, and these must be recognized and rewarded. Help the students to be successful in these areas. Behavior contracts have also been known to help deal with classroom situations. Below is a link to a website where several different models of these contracts can be found:

http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm Often times, students struggle to decipher social cues and to work well with other students in social situations. One approach to combat these complexities is to encourage them to be conscious of the social cues around them. This can be done through modelling and monitoring the students in social situations to allow for appropriate corrections when necessary. It is also important that we demonstrate how to communicate and cooperate with others. Give these students the opportunity to work with other students so that they are able to practice the skills they are observing and trying to build up. The last important piece is to actually teach the student how to make friends. Explain what is acceptable and appropriate and give them goals to work on throughout the week. As was discussed previously, the use of behaviour contracts might come into play here so that we are able to reward positive outcomes and adjust the social behaviour that needs to be changed. We also need to guide these students in establishing a sense of morality; of what is right, and what is wrong. Presenting them with possible situations and gauging how they believe they would react to them would be a respectable starting point. This can be followed by an in-depth discussion regarding the student’s choices and the offering of alternate courses of action. Goals should be set for the student and a weekly interview established to monitor his/her improvement. Finally, one of the more fundamental techniques, is anger management. Providing students with a reasonable outlet for their emotions will decrease acts of frustration and increase focus and motivation in the classroom. It is vital that the tips given to these students are given while the student is calm and that he/she is aware of suitable conflict resolution strategies before the heated situations arise. If the situation seems too delicate an issue to present individually, anger management tips could be taught to the whole class as part of a lesson so that particular students do not feel targeted.
 * 3) Social Skills:**

Classroom management ultimately needs to be more structured and controlled when you have a student with ODD in your classroom. Routines need to be clear to the student, perhaps with posted daily schedules, so the child can always be aware of what they should be doing. Change in routine may upset the student so the teacher should notify the student well beforehand of any changes, and work with them to prepare. It is also important for the teacher to minimize any downtime and plan transitions carefully, so the student can be kept busy.
 * 4) Class Management:**

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 Here are a couple videos related to Oppositional Defiant Disorder as well as some relating websites.

Video #1: Oppositional Defiant Disorder media type="youtube" key="QMgVI2t_UBo" height="344" width="425" Video #2: The Difference Between Oppositional Defiant Disorder and Conduct Disorder media type="youtube" key="_0jgXDlf4rM" height="344" width="425" WEBSITES: (1) Oppositional Defiant Disorder http://www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm (2) Understanding O.D.D. http://www.spsk12.net/departments/specialed/odd.htm (3) Preparing the School for Your Child With Oppositional Defiant Disorder http://specialchildren.about.com/od/odd/a/ODDschool.htm (4) Classroom Strategies for Use with Students with Oppositional Defiant Disorder: http://web.wm.edu/education/599/05Projects/zutell_599.pdf?svr=www BACK TO TOP

1. Chandler, Jamer. "Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) in Children and Adolescents: Diagnosis and Treatment". Accessed on February 1, 2009 at: http://www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm#_Toc121406159 2. Oxford Centre for Child Studies: Centre for Knowledge on Healthy Child Development, "Oppositional Defiant Disorder". Accessed on February 1, 2009 at: http://www.knowledge.offordcentre.com/behaviour/odd/odd_about.html 3. Suffolk Public Schools, "Understanding ODD". Accessed on February 1, 2009 at: http://www.spsk12.net/departments/specialed/odd.htm 4. Zuttal, Sara, "Classroom Strategies for Use with Students with Oppositional Defiant Disorders". Accessed on February 1, 2009 at: http://web.wm.edu/education/599/05Projects/zutell_599.pdf?svr=www 5. Chandler, J., //Oppositional Defiant Disorder and Conduct Disorder in Children and Adolescents.// (n.d.). Retrieved January 30, 2009, from http://www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm.

6. //Oppositional Defiant Disorder.// (2007). Retrieved January 28, 2009, from http://www.mayoclinic.com/health/oppositional-defiant-disorder/DS00630=treatments-and-drugs.

7. Adelman, H., & Taylor, L., (2008). //Conduct and behvariou problems.// Retrieved January 25, 2009, from http://specialchildren.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=specialchildren&cdn=parenting&tm-408&gps=312_713_1276_581&f=00&su=p284.9.336.ip_p504.1.336.ip_&tt=2&bts=0&bts=0&zu=http%3A//smhp.psyc

8. Mauro, T. (n.d.). //Preparing the School for Your Child with Oppositional Defiant Disorder.// Retrieved January 24, 2009 from http://specialchildren.about.com/od/odd/a/ODDschool.htm

9. //Center of Knowledge on Healthy Child Development: Oppositional Defiant Disorder////. (n.d.)// Retrieved January 27, 2009 from http://www.knowledge.offordcentre.com/behaviour/odd/odd_look.html

10. //Children With// //Oppositional Defiant Disorder.// (n.d.). Retrieved January 25, 2009, from http://www.aacap.org/cs/root/facts_for_families/children_with_oppositional_defiant_disorder <span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">11. “ <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">Evidence-Based Psychosocial Treatments for Children and Adolescents with Disruptive Behavior”, Eyberg, Sheila M.; Nelson, Melanie M.; Boggs, <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">Stephen R.   <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">    <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">Journal of Clinical Child and Adolescent Psychology, v37 n1 p215-237 Jan 2008. 23 pp. (Peer Reviewed Journal) <span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;"> <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">12. “Social Skills of Adolescents in Special Education Who Display Symptoms of Oppositional Defiant Disorder”, Skoulos, Vasilios Tryon, Georgiana Shick, American Secondary Education v35 n2 p103-115 Spr 2007. 13 pp. (Peer Reviewed Journal) <span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;"> <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: rgb(3, 2, 2); font-family: Arial, Helvetica, sans-serif;">13) “A Genetic Study of Attention Deficit Hyperactivity Disorder, ConductDisorder, Oppositional Defiant Disorder and Reading Disability:Aetiological Overlaps and Implications”, Martin, Neilson C. Levy, Florence; Pieka, Jan ; Hay, David A. International Journal of Disability, Development & Education, v53 n1 p21-34 Mar 2006. 14 pp. (Peer Reviewed Journal)