Teaching a youngster with Oppositional Defiant Disorder can be frustrating, challenging and exhausting. However, it is important to remember that the student is suffering, too. These children have mental deficits that may be a result of negligence, economic disadvantages or neuro-chemical imbalances. They are not acting this way just to make everyone else miserable – even though it may sometimes seem that way! Though these children can be disruptive or upsetting, there are useful strategies for helping them act appropriately.
Focus on Prevention—
Kids with Oppositional Defiance Disorder may have deficits when it comes to dealing with frustration. He therefore counsels educators to work on identifying the types of activities that are likely to cause frustration in the youngster and help him or her develop coping mechanisms. The definition of good parenting and good teaching is being responsive to the hand you've been dealt.
Establish Expectations—
Most children respond well when educators clearly state their behavioral expectations. This is especially important for children with Oppositional Defiance Disorder. Educators may start by stating two or three behavioral goals for the student. These goals may include expectations such as “I will accept the word No” - or - “I will follow directions.” If possible, include these expectations on a behavioral chart and monitor progress throughout the day. Have the student state the expectations at the beginning of the day, and restate it as needed.
Praise—
Children with Oppositional Defiant Disorder often act as though they don’t care about others. However, using praise whenever appropriate can make teaching these children much more effective. Educators who use a behavioral chart to monitor expectations should be sure to reward good behavior, too. A smile or word of praise from a teacher can mean a great deal.
Consequences—
While children with Oppositional Defiant Disorder do respond to praise and should be given some flexibility, they also need to know that their behavior will have consequences. The consequences should be appropriate and meaningful, but they MUST be something the youngster wishes to avoid. Some kids, for example, love doing chores in the classroom, so this would not be an effective consequence for inappropriate behavior. Educators who know their children can choose consequences that will help their children with Oppositional Defiance Disorder consider the risks very carefully before engaging in disruptive behavior.
Though working with children who have Oppositional Defiant Disorder can involve extra work, it can also be rewarding and enlightening for educators who take the time to understand the student’s condition and establish clear expectations with predictable positive and negative consequences for their actions.
Thoughts for Educators of Children Identified As Having ODD—
1. Acknowledge small steps toward improvement by whispering a positive comment to the youngster. Avoid expressing your feelings like, “I am so proud of you!” Instead say something like, “This is A+ work.” Or, you could write a note to give to the student or to mail to him/her.
2. Ask the school counselor to work with the student individually or in a small group to help the youngster develop anger management and social relationship skills.
3. Avoid arguing, lecturing, or threatening a youngster with ODD because he/she will most likely view your words as rewarding rather than as punishment.
4. Avoid raising your voice or exhibiting any emotion. Be neutral and calmly say something like: “Since you broke the rule this is what you will do.” Be like a referee who simply states the consequence and holds the player accountable. Do not allow the youngster to argue. Just restate what happens when a rule is broken.
5. Believe in the youngster`s ability to manage his/her behavior in an appropriate way.
6. Discover what the youngster truly enjoys doing such as participating in a sport or hobby.
7. Focus on only a few problem behaviors at a time. Decide what behavior you will ignore and what you will not accept. Communicate the consequences for those you cannot tolerate.
8. Furnish a place for the youngster to regroup and release negative emotions in a time-out area. You could say to the youngster, “Would time in the rest area be helpful?” or "Your time will begin when you go to the rest area." If regarded appropriate at your school, provide clay to squeeze, a pillow to punch, or old magazines to tear as a way for the student to release some of his or her hostility.
9. Have clear expectations and firm rules and boundaries.
10. Identify skills or attributes that you can reinforce.
11. If deemed helpful, devise a way to show the youngster that he or she is making progress. For example, use stickers, tokens, or marks on a chart that could be traded for privileges that are reinforcing to the student. The following are a few ideas: extra computer time, eating lunch with a friend, additional free time, helping a favorite teacher or doing a classroom task.
12. Meet privately with the student about specific concerns, but first establish that you will be respectful toward each other. Be calm as you discuss his/her actions. You could say something like, “Tell me what you think the problem is that keeps you from being successful in school.” Listen to the youngster without interrupting. Decide together on a behavior plan that can be copied and shared with the student.
13. Post classroom rules and a daily schedule so that the youngster knows what to expect.
14. Provide recognition when the youngster exhibits appropriate behavior. However, be aware that since many kids with ODD feel compelled to do the opposite of what you want, avoid direct, lavish praise. For example, following a commendation, the student might retaliate by tearing up his/her work or by hitting someone.
15. Provide some closely supervised cooperative learning activities to assist the student in learning constructive ways to interact with peers.
16. Realize that any sort of change in the classroom routine may be upsetting to a youngster with ODD.
17. Realize that teaching a youngster with ODD is difficult, stressful, and exhausting; so take care of yourself.
18. Seek assistance from the school administrator, counselor, psychologist, special education teacher, or other school professional when you feel overwhelmed or when you feel you or the kids in your classroom are unsafe due to the behavior of a student with ODD.
19. State your directions in simple, straightforward language. Be as clear, immediate and as consistent as possible.
20. Understand that you are not the cause of the defiance, only an outlet for it.
21. When dealing with a youngster with ODD, it is important to remember that behavior management techniques that work well with other children may be ineffective with him/her. The youngster will frequently misbehave and annoy adults to elicit a reaction.
22. When necessary, meet with the moms and dads and other adults who interact with the youngster so that everyone can present a united front. Since these kids are adept at convincing others that someone else caused their behavior, they usually are not included in this meeting. After stating the problem, brainstorm ideas on ways to assist the student in improving his/her behavior. Agree on a behavior plan or contract for the behaviors necessary for the youngster to be successful in school. Examples are, “Keep my body in my own personal space,” or “Follow directions with no more than one reminder.” The group decides on the details and on the positive consequences for the student`s compliance. Those involved with the student outside of school need to come up with a plan also. They need to follow through with a mix of appropriate positive and negative consequences.
23. When possible concede control to an object such as a clock or the bell. You could say, “Be ready to go when the bell rings,” rather than, “I want you to get ready to go!”
24. When problems arise, questions you could ask the youngster are: “Is what you are doing working for you?” “What would work better?” “What could you have done differently to avoid the problem?” “How may I help you?”
25. Work hard to establish trust with the student by being fair and consistent.
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