ODD+Laloma+&+Aaron

Defiance Disorder
Oppositional defiant disorder (ODD) is a childhood behavioural problem in which a child's hostility, disobedience and negative attitude are out of proportion to what would be expected for his or her age group (Heflinger, 2008). It is one of a group of behavioural disorders known collectively as disruptive behaviour disorders, which include conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD) (Watson, 2009). To fit the diagnosis, the behavior must persist for at least six months and occur more often than might be expected for the child's age and developmental stage, as some oppositional behavior is to be expected as a child grows ( Watson, 2009 ). ODD is more prevalent in boys than girls (2:1) (Ballarat Health, 2009). 1 in 5 primary age students display ODD characteristics (this can be influenced by economical, racial and cultural factors) and 1 in 10 are though to actually have ODD.
 * What Is ODD? A Definition**

The cause of Oppositional Defiant Disorder is unknown at this time. It is thought that ODD may arise from a number of different factors, rather than one specific cause. The following are some of the theories being investigated:
 * Possible Causes**
 * It may be related to the child’s temperament and the family’s response to that temperament (Ballarat Health, 2009)
 * A predisposition to ODD is inherited in some families (especially a lack of clear and consistent rules, lack of boundaries and lack of day to day structure and predictability) (Ballarat Health, 2009)
 * There may be problems in the brain that cause ODD
 * It may be cause by a chemical imbalance in the brain

Some studies have found that certain environmental factors in the family increase the risk of disruptive behaviour disorders. These include:
 * Poor parenting skills
 * Domestic violence
 * Physical abuse
 * Sexual abuse
 * Neglect
 * Poverty
 * Substance misuse by parents or carers (Ballarat Health, 2009)

Without intervention and treatment, some children with ODD progress to develop conduct disorder (CD) (Ballarat Health, 2009 ), which is characterised by aggressive and delinquent behaviours including:
 * Lying
 * Being sadistic or cruel to animals and people
 * Physically or sexually abusing others
 * Law-breaking behaviours like deliberately lighting fires, vandalism or stealing. (Duff, 2005)




 * Characteristics**
 * Is easily angered, annoyed or irritated
 * Frequent anger and resentment
 * Mean and hateful when talking especially when upset
 * Spiteful or vindictive
 * Swearing or using obscene language
 * Low opinion of themselves
 * May abuse drugs (probably not in primary school)
 * Angry and resentful of others
 * Frequent temper tantrums
 * Excessive arguing with adults
 * Actively defiant and refusal to comply with adult requests and rules
 * Deliberate attempts to annoy or upset people
 * Blaming others for his or her mistakes or misbehaviour's
 * Loss of friendship or trouble in school
 * Refuses to obey rules/ questions rules

(Dengate, 2004; Duff, 2005; Oatis, 2009; Watson, 2009; Ballarat Health, 2009)

media type="youtube" key="4uQVsB53npY?fs=1" height="385" width="640"
 * Note**: This video does not show a child with ODD. It is an advertisement. However, it was the best example of a tantrum we found.

<span style="font-family: Arial,Helvetica,sans-serif;">**Implications** <span style="font-family: Arial,Helvetica,sans-serif;">Early intervention and treatment is important, since children with untreated ODD may continue to be difficult and antisocial into their adult years. This can impact on their relationships, career prospects and quality of life.

<span style="font-family: Arial,Helvetica,sans-serif;">**For the Individual**
 * Social <span style="font-family: Arial,Helvetica,sans-serif;">isolation
 * <span style="font-family: Arial,Helvetica,sans-serif;">Feeling of constant criticism
 * <span style="font-family: Arial,Helvetica,sans-serif;">Takes things personally
 * <span style="font-family: Arial,Helvetica,sans-serif;">Low self esteem
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficulty in social interaction
 * <span style="font-family: Arial,Helvetica,sans-serif;">Impairment in academic performance (Ballarat Health, 2009)

<span style="font-family: Arial,Helvetica,sans-serif;">**For Family and Acquaintances**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Emotional stress (Watson, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Rifts between parents
 * <span style="font-family: Arial,Helvetica,sans-serif;">Withdrawal from social functions
 * <span style="font-family: Arial,Helvetica,sans-serif;">Feelings of inadequacy
 * <span style="font-family: Arial,Helvetica,sans-serif;">Parents becoming strict and hostile
 * <span style="font-family: Arial,Helvetica,sans-serif;">Siblings feeling ignored or overlooked
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Family life becoming dysfunctional (the ‘war zone’) (Drugli et. al., 2007)


 * For Teachers**
 * Emotion<span style="font-family: Arial,Helvetica,sans-serif;">al stress (Watson, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Class disruption
 * <span style="font-family: Arial,Helvetica,sans-serif;">Need to make 'reasonable adjustments' to the curriculum and class
 * <span style="font-family: Arial,Helvetica,sans-serif;">See Management Strategies for some 'reasonable adjustments'

__<span style="font-family: Arial,Helvetica,sans-serif;">**//Management Strategies//** __ <span style="font-family: Arial,Helvetica,sans-serif;">**Parents and Caregivers**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Parental training** - To help parents better manage and interact with their child,
 * <span style="font-family: Arial,Helvetica,sans-serif;">Includes behavioural techniques that reinforce good behaviour and discourage bad.
 * <span style="font-family: Arial,Helvetica,sans-serif;">This is the primary form of treatment and most effective. (Ballarat Health, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Functional family therapy** - o teach all family members to communicate and problem solve more effectively [[image:http://americanmoms.com/art/article-tantrums-photo.jpg width="177" height="410" align="right" link="http://www.dcmetromoms.com/2010/05/when-did-it-become-okay-to-scold-strangers-children.html"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Consistency of care** – all carers of the child need to be consistent in the way they behave towards and manage the child.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Educators -** Communicate with parents so that strategies are consistent. Remember a child may behave differently at home and at school, parents may not be aware of their child's school-specific symptoms (Cancio, 2010)

<span style="font-family: Arial,Helvetica,sans-serif;">**Time-out**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Take a time-out break yourself if you feel you may make the conflict worse. This is good modelling for the child (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Support the child if they decide to take time-out to prevent overreacting.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Provide an appropriate space for timeout (e.g. a quiet corner) ( <span style="font-family: Helvetica,Arial,Verdana,sans-serif; line-height: normal;">Watson, 2009 <span style="font-family: Arial,Helvetica,sans-serif;">)

<span style="font-family: Arial,Helvetica,sans-serif;">**Focus on Prevention**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pick your battles - since the child may have trouble avoiding a power struggle, priorities the things you want the student to do (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Aim to avoid conflict in the first place
 * <span style="font-family: Arial,Helvetica,sans-serif;">Dr. Ross Greene suggests teachers work to identifying the types of activities that are likely to cause frustration
 * <span style="font-family: Arial,Helvetica,sans-serif;">Develop specific coping mechanisms
 * <span style="font-family: Arial,Helvetica,sans-serif;">Promote self-esteem and confidence ( <span style="font-family: Helvetica,Arial,Verdana,sans-serif; line-height: normal;">Watson, 2009 <span style="font-family: Arial,Helvetica,sans-serif;">)

<span style="font-family: Arial,Helvetica,sans-serif;">**Set Expectations**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Most students respond well when teachers clearly state their behavioral expectations (Drugli et. al., 2007)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teachers 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.”
 * <span style="font-family: Arial,Helvetica,sans-serif;">If possible, include these expectations on a behavioral chart to refer to and monitor progress throughout the day.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Be fair but be firm, give respect to get respect ( <span style="font-family: Helvetica,Arial,Verdana,sans-serif; line-height: normal;">Watson, 2009 <span style="font-family: Arial,Helvetica,sans-serif;">)

<span style="font-family: Arial,Helvetica,sans-serif;">**Praise/Rewards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Build on the positives – offer praise and positive reinforcement for flexibility or cooperation (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using praise whenever appropriate can make teaching these students much more effective. If you use a behavioral chart be sure to reward good behavior as well
 * <span style="font-family: Arial,Helvetica,sans-serif;">A smile or word of praise from a teacher can mean a great deal
 * <span style="font-family: Arial,Helvetica,sans-serif;">Providing an incentive or reward for appropriate behaviors that occur over a defined period of time can be a great motivator. Also, allowing the child to pick the reward can help (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">E.g. If you do this work, you will have time to play on the computer

<span style="font-family: Arial,Helvetica,sans-serif;">**Consequences**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Consequences are very different to threats. Children with ODD do not respond well to the threat of punishment (Cancio, 2010)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Their interest in winning the battle is stronger than their fear of its consequences
 * <span style="font-family: Arial,Helvetica,sans-serif;">Set up reasonable, age appropriate limits with consequences that can be enforced consistently (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students need to know that their behavior will have consequences and what these will be (Drugli et. al., 2007)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Consequences should be appropriate and meaningful, but they MUST be something the child wishes to avoid (chores are not appropriate for a child who loves them)

<span style="font-family: Arial,Helvetica,sans-serif;">**Routines**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Improve classroom management with effective classroom routines ( <span style="font-family: Helvetica,Arial,Verdana,sans-serif; line-height: normal;">Watson, 2009 <span style="font-family: Arial,Helvetica,sans-serif;">)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Involve the child when you are establishing rules and routines. Ask for his/her assistance. Make sure they repeat them - this will help them remember
 * <span style="font-family: Arial,Helvetica,sans-serif;">Visual timetables are used for children with a variety of disabilities and may also help here
 * <span style="font-family: Arial,Helvetica,sans-serif;">Minimise downtime and plan transitions carefully. Students with ODD do best when kept busy (Heflinger, 2008)

<span style="font-family: Arial,Helvetica,sans-serif;">**Self Regulation**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Systematically teach social skills, including anger management, conflict resolution and how to be assertive in an appropriate manner ( <span style="font-family: Helvetica,Arial,Verdana,sans-serif; line-height: normal;">Watson, 2009 <span style="font-family: Arial,Helvetica,sans-serif;">)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discuss specific strategies that the student may use to themselves in future situations
 * <span style="font-family: Arial,Helvetica,sans-serif;">Select materials that encourage student interaction. Students with ODD need to learn to talk to their peers and to adults in an appropriate manner. All cooperative learning activities must be carefully structured
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cognitive Behaviour Modification (CBM) involves teaching student to use self talk to control their own reactions and responses (Crowe, 2010)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Discussion and role-play activities that give all student experience in conflict resolution is also suggested
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conferencing is a form of restorative justice that asks questions like (Oatis, 2009)
 * <span style="font-family: Arial,Helvetica,sans-serif;">//What happened?//
 * <span style="font-family: Arial,Helvetica,sans-serif;">//How each person has been affected?//
 * <span style="font-family: Arial,Helvetica,sans-serif;">//What might be done to improve the situation?//



<span style="font-family: Arial,Helvetica,sans-serif;">Click the link below to see how to write up these strategies as a Behaviour Management Plan <span style="font-family: Arial,Helvetica,sans-serif;">[|Behaviour Management Plan]

<span style="font-family: Arial,Helvetica,sans-serif;"> Behaviour Management Plans are usually developed in conjunction with the student and family as well as any other stakeholders.

This is the web-site from the tutorial. [|ODD Management Digest]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Tutorial Resources** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|Case Study Document] <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|Behaviour Management - Blank]

<span style="font-family: Arial,Helvetica,sans-serif;">**References** <span style="font-family: Arial,Helvetica,sans-serif;">Ballarat Health Services VIC, Initials. (2009). Oppositonal defiance disorder. Retrieved from[]

<span style="font-family: Arial,Helvetica,sans-serif;">Cancio, C. (2010). How oppositional defiant disorder works. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif;">Crowe, C. (2010). Teaching children with challenging behaviour. Educational Leadership, 67(5), 65-67.

<span style="font-family: Arial,Helvetica,sans-serif;">Dengate, S. (2004) Oppositional Defiant Disorder, Food Intolerance Network Factsheet. [Electronic Version]. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif;">Duff, J. (2005). Disruptive Behaviour Disorders. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif;">Drugli, M., Larsson, B., Clifford, G., Fossum, S., (2007) Pervasive and Non-Pervasive Conduct Problems in a Clinic Sample Aged 4-8 years: Child, Family and Day-Care/School Factors. Journal of Educational Research. Vol 51(5) pp. 547-559.

<span style="font-family: Arial,Helvetica,sans-serif;">Heflinger, C., Humphreys, K. (2008) Identification and Treatment of Children with Oppositional Defiant Disorder: A Case Study. Psychological Services, Vol 5(2) pp. 139-152

<span style="font-family: Arial,Helvetica,sans-serif;">Oatis, M. (2009). Children with oppositional defiant disorder. Facts for Families, 72. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif;">Trix, V. (2009). Strategies for teaching children with oppositional defiant disorder. Retrieved from[]

<span style="font-family: Arial,Helvetica,sans-serif;">Walker, L. (2002). What is oppositional defiant disorder?. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif;">Watson, S. (2009). Oppositonal Defiance Disorder. Retrieved from []

http://americanmoms.com/issue-tantrums.html
 * Image Credits**

http://alternativeremediesonline.storeblogs.com/files/2009/06/tantrum.jpg

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 * http://ucgmikebennett.files.wordpress.com/2009/12/tantrum-20225343.jpg **