Strategies for Working with Students Who Have Oppositional Defiant Disorder 10 Academic Strategies to Try:

1. 2. 3. Clear expectations for all students Provide many opportunities for meaningful participation in learning For transitions:
Use visual, auditory or tactile cues to support transitions Minimize downtime and plan transitions carefully
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4.

Highly stimulating activities should be part of the students everyday routine, not simply used as a reward; these behaviours include things such as physical activity, things the student is interested in and any activity in which the student could perceive him/herself as being a risk-taker Plan lessons that take into consideration students capabilities, skills, talents, interests, ability to complete task in given time, etc. Focus on environment and antecedents to behaviour to solve problems before they arise Take a short break if you are too angry to deal with the situation in that moment The teacher should develop his/her own set of behaviour interventions and instances where each intervention would be effective in order to avoid sending students to the office, giving detentions, etc. Allow student face-saving time out to involve him/her to come up with solutions to a particular problem Use a matter-of-fact, neutral tone of voice

5. 6. 7.
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8.

9. 10.

3 Environmental/Sensory Strategies to Try:

1.
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Behavior is frequently linked to environmental triggers such as:

Noise Distractions

Preferential seating

2. 3.

Consider how the room is arranged (teacher could refer to Universal Design for Learning strategies to assist in this area) Consider the location of materials

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REMEMBER:
Use behaviour management and moral development strategies Do not use authoritarian language Do not push the student into a corner or plead with the student Give student two choices: one negative and one positve Use words such as regardless or nevertheless calmly and repetitively

Strategies for Working with Students Who Have Oppositional Defiant Disorder 10 Behaviour Strategies to Try:
For more information on ODD, including additional strategies, please consult our Scoop It website: http://www.scoop.it/t/oppositional-defiant-disorder
1. 2. 3. 4. 5. 6. 7. Make student part of plan to change behaviour Seek to understand purpose of challenging behaviors Develop an understanding of the developmental level of students Avoid power struggles: pick your battles and choose which behaviours you will ignore Make it clear to the student that the behaviour will not be tolerated, but that your feelings for the student are still positive Monitor classroom frequently and be proactive in using appropriate strategies to avoid escalating behaviours Create a system that reinforces desired behaviour through the use of concrete reinforcement or sanctioned power; find out what the student is really interested in and use this as a motivator to support him/her in the behaviour plan Use logical consequences and 2 choices to student (offer the perceived negative choice first, followed by the one you would like the student to select) Focus on consequences that do not require the cooperation of the child (ie. remove reinforcers and allow the child to earn them back as a result of good behaviour) Provide student with opportunities to have voluntary time outs in order to deescalate and calm down; work with student first to determine the logistics of this (ie. where, for how long, what sorts of stimulating tasks could be available to the student at that time, how does the student appropriately access this)

8.

9.

10.

5 Social/Emotional Strategies to Try:

1. 2. Establish consistent limits and consequences Develop compassionate understanding by focusing on understanding:
the childs current environment where he/she came from

Oppositional Defiant Disorder Group Presentation

the environment in which his/her difficulties began the childs own perception of his/her behaviour the motivation behind the behaviour

Kevin Carter Donna Hardman Thomas Locke Lisa VanDenBussche EDUA 5680 June 6th, 2013

3. 4. 5.

Providing a predictable, structured environment in both the household and learning environments Emotional labeling of behaviour so that it can be identified and dealt with Avoid subjects that may be a source of argument for the student