Social / Emotional · Oppositional Defiance Disorder

What is it?

While most children are oppositional or defiant at some time in their lives, children with Oppositional Defiance Disorder show an ongoing pattern of behaviour over at least 6 months which is disproportionate to their age peers and causes disruption at home and school. This is usually directed outward at parents, teachers and other authority figures.

What causes it?

The cause of ODD is not yet known but may be due to the child’s temperament, neurological causes or a chemical imbalance.

Incidence

Girls with ODD are often more aggressive with words (eg. lying) and boys are more likely to lose their temper and argue with adults.

Medical Considerations

Students display behaviours which are more extreme than expected of students of that age.

Characteristics

Children with Oppositional Defiance may display a number of behaviours:

• Frequent tantrums
• Excessive arguing
• Refusal to comply with requests
• Questioning and ‘bending’ the rules
• Deliberately provoking others
• Easily annoyed
• Lack of accountability; blaming others
• Resentful
• Spiteful or vindictive
• Swearing and obscene language
• Low self-esteem
• Revenge-seeking

It is important to distinguish these behaviours from those which are symptoms of mood disorders such as depression. In some children this may evolve into a conduct disorder or Antisocial Personality Disorder. This can be addressed through therapy and behaviour modification.

Support

Teaching students self-management strategies can be of great benefit: allow for self-imposed time-outs, identify stressors, teach calming strategies, set goals and develop consistent routines.

Further Information

Oppositional Defiant Disorder

Lesson Preparation & Materials

• Know your students. Students with ODD are sensitive to work that is too easy, hard or boring. By ensuring the curriculum matches the students, a potential trigger may be minimised.
• Include mutually negotiated preferred activities into the program.
• The use of ICT may provide motivation and distraction as well as being an engaging adjunct to class work.
• Allow the student to have some input into preferred activities.

Teaching Strategies

• Small steps are important in maintaining motivation and providing for success. Also offer choice to increase the chance of engagement.
• Speak calmly, quietly and in a neutral voice when addressing students with oppositional defiance.
• Keep the lesson moving to reduce opportunity for behaviours to develop.
• Use proximity monitoring and frequent eye contact and reassuring gestures if signs of early distress are noticeable.
• Factor in opportunities for meaningful participation in a predictable and calm environment. All students will benefit from knowing the schedule of events or activities in advance. Prepare students for transitions by giving time notice and assistance to complete the task if necessary.
• Offer group feedback for on-task and appropriate behaviour but do not single out the student with ODD.
• Allow choice in methods of demonstrating knowledge. Try to be flexible.

Feedback & Assessment

• Make a list of areas of concern and prioritise. Try to address only one or two at a time. Consider teaching replacement behaviours and provide opportunities for the student to express disapproval or disagreement in a respectful way. Teach the language you want to hear.
• Make allowances if possible for students to complete tests under separate supervision to reduce the possibility of disruption to the student and peers.
• Regular revision may build academic confidence and reduce frustration.
• Try to renegotiate assessments and exam timeslots if student is particularly unsettled so that an accurate record of ability is reflected in the marks.

Classroom Management

• ODD is triggered when the child is incompatible with the environment. Observe and consult with the child. What could be changed or improved? Consider noise, distractions and preferential seating. Students with ODD may become frustrated easily. Encourage dialogue about identifying triggers together before they become problematic.
• Have clear expectations and maintain with consistency. When rules are broken remain calm and speak in a neutral, matter-of-fact voice.
• Take every available opportunity to engage in a positive interaction with the student with ODD. Small and positive exchanges build trust. This may lessen the impact of behavioural meltdowns and add more credence to mutually negotiated consequences.
• The teacher’s behaviour is important in establishing a conducive classroom tone. Avoid power struggles and sarcasm. The student should be spoken to calmly and offered the chance to settle before speaking about any classroom disharmony. Open-ended questions are effective although ‘why’ questions should be avoided for the inherent suggestion of blame.
• Use a calm neutral voice no matter what.
• Give clear directions to the student.
• Discuss things briefly and in private to remove the audience.
• Making sure to listen to the student and consider what they are saying.
• Have clear boundaries and predetermined consequences for problem behaviour.
• Remove yourself from the interaction if you cannot keep it together.
• If you have a SLSO, have a plan for who will take over the class when a defiant student must be spoken with.
• Reflect on the difficulty to note any contributing factors.
• Students may need some help to repair strained relationships that defiance may cause. Lead the way by restoring the rapport without grudges.

Peers & SLSOs

• Positive interactions with peers should be valued. In moments of stress and tensions the child’s behaviour may alienate peers. This could lead to a cycle of shame and loneliness.
• Consider preferential seating so that a student is in close proximity when you are addressing the class.

Have I...

• Matched cognitive demands to ability?

• Included extension activities for interest and engagement?

• Issued handouts of summaries and lesson notes?

• Rearranged lessons to incorporate periods of high engagement?

• Developed subtle signals between student and teacher?