Oppositional Defiant Disorder Presented by Pam Aguilar

What are the defining characteristics of Oppositional Defiant Disorder (ODD)?

Characteristics of ODD Frequently loses temper Frequently angry or annoyed Unwillingness to conform to adult requests Refuses to accept responsibility for actions Quick to react and blowup at the smallest incidents Provokes others around them Few friends Recurrent behavior lasting more than 6 months

Definition of Disability “The essential feature of Oppositional Defiant Disorder (ODD) is a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures that persists for at least 6 months.” (APA, page 100) “Child or teen has a persistent pattern of tantrums, arguing, and angry or disruptive behaviors toward you and other authority figures, he or she may have ODD.” (mayoclinic.com)

Prevalence According to the DSM – IV the “rates of Oppositional Defiant Disorder for 2% to 16% have been reported, depending on the nature of the population sample and methods of ascertainment.” (APA, page 101) Interestingly kids with ODD come from families that one parent has a history of Mood Disorder, Oppositional Defiant Disorder, Conduct disorder, Attention-Deficit/Hyperactivity disorder, Antisocial Personality Disorder, or a Substance-Related Disorder. (APA, page 101)

Educational Considerations.

Classroom Structure. Establish rules and procedures collaboratively with students, teachers, support staff, parents and review frequently Establish a program that teaches self-discipline and responsibility to students Establish a time out spot in the room or quiet area for students to utilize Establish routines and procedures jointly by students and teacher (e.g. activity for start of class such as a warm-up) Individualization

Classroom Management Proximity combined with a positive comment Whisper or talk in a low calming voice praises or words of encouragement When reprimanding, deliver remarks to student in a matter of fact tone Avoid confrontations Offer student choices Warm demander Describe inappropriate behavior clearly. Be consistent and provide immediate rewards and consequences Use teacher “withitness” to be proactive about incidents that may be brewing in class  Caveat: positive reinforcement can often encourage negative behavior

IEP Requirements If a student is suspended more then 10 days or there is a change in placement - schools are required to assess the students using a Behavior Intervention Plan (BIP) or a Functional Behavior Assessment (FBA)  Depending on how well you administer these assessments is an indicator on how well the student progresses 1. Clearly define or target specific behavior 2. Conduct a Functional Behavior Assessment (FBA) 3. Develop a theory about triggers for behavior 4. Think of replacement behavior and teach it 5. Monitor behavior and evaluation regularly

Sources American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Text Revision. Washington, DC, American Psychiatric Association. Hallahan, D.P. (2006). Exceptional Learners: Introduction to Special Education, 11 th Ed. San Francisco: Allyn and Bacon Marzano, R. (2003). What Works in Schools. Alexandria, VA: ASCD disorder/DS00630http:// disorder/DS Accessed 11/25/09.