Oppositional Defiant Disorder

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by Shannon Owens18 views·Updated May 7, 2024
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  1. Hello, my name is Shannon Owens.
  2. And today we are going to be talking about oppositional defiance disorder.
  3. Let's get started.
  4. So our objective today is
  5. to identify oppositional defiant disorder characteristics
  6. and at least two effective teaching strategies in relation to Odd
  7. for a warm up question.
  8. I want you to think of what are some common traits of superheroes
  9. ever notice how many superheroes exhibit traits of defiance and rebellion.
  10. Batman Iron Man and even Wonder Woman challenge authority and
  11. break the rules to fight for what they believe in.
  12. Do they have oppositional defiance disorder
  13. as we move through? Hopefully by the end, we'll be able to figure that out.
  14. So an overview of oppositional defiance disorder better known as odd is
  15. behavior disorder characterized by a frequent and ongoing pattern of anger,
  16. irritability,
  17. arguing and defiance towards parents and other authority figures
  18. is typically diagnosed in childhood,
  19. oppositional defiance disorder
  20. also is characterized by the three PS.
  21. It is persistent pervasive and pathological patterns of behavior.
  22. Remembering these three PS can help identify and understand the disorder.
  23. It is important to note that oppositional
  24. defiant disorder is not just teenage rebellion
  25. as we can see in this image.
  26. It is also linked with other
  27. diagnoses.
  28. This includes a DH D depression
  29. being gifted O CD,
  30. anxiety
  31. being on the autistic spectrum.
  32. According to the DS M five,
  33. there must be evidence of distress and or negative impact on social, educational,
  34. occupational or other important areas of functioning.
  35. And
  36. students should also have at least four symptoms from melia
  37. and should be present on most days for at least
  38. six months
  39. which demonstrate
  40. a pattern of angry, irritable mood,
  41. argumentative or defiant behavior or vindictiveness.
  42. These symptoms can include often loss of temper,
  43. often touchy or easily annoyed, often angry and resentful.
  44. They often argue with authority figures or
  45. for Children with adolescence with adults,
  46. they often actively refuse or defy to
  47. comply with requests from authority figures
  48. or with rules.
  49. They often deliberately annoy others or blame others
  50. for his or her mistakes or behavior.
  51. Also,
  52. the child has been spiteful or vindictive at least twice within the past six months.
  53. Causes of operational defiance disorder
  54. can be linked to genetics, environmental and
  55. psychosocial
  56. causes
  57. for genetics.
  58. It is estimated that the heritability of odd is around 50%
  59. and there is a susp
  60. substantial genetic overlap with conduct disorder
  61. also known as CD.
  62. There is also an apparent genetic association between
  63. ODD A DH D and depressive disorder.
  64. Environmental causes could include
  65. maltreatment and harsh and consistent parenting
  66. which are common similarities in children's with OD Children with odd
  67. psychosocial includes peer rejection, deviant, peer groups, poverty,
  68. neighborhood violence, and other unstable social or economic factors.
  69. They can exert significant negative effects
  70. on Children behaviors and may continue
  71. contribute to the development of odd
  72. application.
  73. Odd can lead to educational social and familial challenges if left untreated.
  74. It is important to be aware of strategies to
  75. assist these students inside and outside of the classroom.
  76. It is also important to note that the sooner students are diagnosed with odd
  77. and intervention is given
  78. the more successful students tend to be to treatment.
  79. Treatment includes
  80. being multimodal, meaning that parents, teachers,
  81. family peers in the community must be involved.
  82. Comorbidities like A DH D and depression must be treated to successfully treat odd.
  83. And treatments include but are not limited to school based interventions,
  84. individual child therapy and family therapy,
  85. teaching strategies.
  86. Overall.
  87. What I found is that building relationships with students
  88. with odd tends to get you very far.
  89. It
  90. is also important to be calm, consistent, reinforce positive behavior,
  91. build connections, teach students how to apply rules to actions, meaning
  92. you may not get out of your seat.
  93. But this does not mean that you cannot throw something away.
  94. But it also
  95. means that you cannot get up and leave the class whenever you want,
  96. turn arguments into discussions.
  97. This could be
  98. so that you don't get in a power struggle with students.
  99. OK.
  100. Keeping a level head to discuss behaviors and or
  101. feelings is imperative to not escalating the situation.
  102. You also want to avoid intimidation in public
  103. reprimands as they can also cause power struggle,
  104. spending positive time with a student is also very successful
  105. if done properly
  106. sending a positive note home,
  107. providing praise
  108. or creating even creating a safe reset space
  109. or offering choices are all successful strategies.
  110. When teaching students with odd
  111. students may qualify for a 504 plan if odd is affecting their
  112. learning but does not qualify for an IEP with a singular diagnosis.
  113. Supports and resources,
  114. community support groups and educational resources play a
  115. vital role in assisting families affected by odd
  116. several parenting programs that can assist parents
  117. in helping their child with odd are included
  118. in the slides.
  119. It is important that there are three different types
  120. of strategies that you can use with your oppositional
  121. student or child
  122. proactive strategies
  123. in the moment strategies
  124. and post problem strategies
  125. using all three types of strategies is imperative in creating a
  126. a positive relationship with the student
  127. stigma, misconceptions,
  128. stigma surrounding Odd can hinder access to appropriate care and support
  129. students with odd can come from loving homes with little to no childhood trauma.
  130. It is important to note that students with odd can be good kids
  131. and is vital to intervene as early as possible to minimize issues.
  132. Students coming from these families are not coming from bad parents,
  133. they are not bad kids, they just need extra support and
  134. it is our job to give that to them
  135. as I wrap up
  136. understanding and addressing odd is crucial for the
  137. well being and positive development of affected individuals
  138. as our exit ticket.
  139. I want you to think of three symptoms
  140. and two instructional strategies for operational defiance disorder.
  141. My resources are linked
  142. in the slides.
  143. I hope you have a great day.