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Amber Nickels Mental Health Specialist Grandview Heights City School District

Obstacle or Opportunity? How to Understand, be Prepared for and Connect with the Child Who has Oppositional Defiant Disorder and /or Behavior. Amber Nickels Mental Health Specialist Grandview Heights City School District. Did You Know?. 2%-16% of children and teens have ODD

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Amber Nickels Mental Health Specialist Grandview Heights City School District

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  1. Obstacle or Opportunity? How to Understand, be Prepared for and Connect with the Child Who has Oppositional Defiant Disorder and /or Behavior. Amber Nickels Mental Health Specialist Grandview Heights City School District

  2. Did You Know? • 2%-16% of children and teens have ODD • In younger children, ODD is more prevalent among boys • In older children, it occurs equally among boys and girls • It most commonly begins by age 8 and almost always by the adolescent years

  3. Causes/ Risk Factors • Biological/genetic • Abnormalities in neurotransmitters functions (nerve cells don’t communicate well with each other) • ODD can run in families • Brain injuries • Environmental • Harsh or inconsistent discipline • Abuse/neglect • Lack of supervision • Parent with a mental health or substance disorder

  4. Causes/ Risk Factors Continued • Other risk factors • Co-morbidity of other mental health disorders • Family instability (multiple moves, financial problems, lack of appropriate child care, divorce) • Child’s personality/disposition • Developmental delays that inhibits the child’s ability to process experiences, thoughts and feelings

  5. Signs of Oppositional Defiant Disorder (ODD) • Sudden and seemingly unexpected anger • Refusal to initiate/complete academic work • Misinterprets social cues (ex. thinks peers are talking about him/her) • Explosive verbal/physical outbursts • Noncompliance with authority figures and rules (tests limits) • Blames others for own misbehavior • Intensely irritable/angry much of the time • Frequently responds negatively to adult praise • Destroys own and others’ property • Resentful, jealous and vindictive • Often uses harsh language/swear words • Poor peer interactions/relationships • Low frustration for setting events (tired, hungry, sick, cold, hot, etc) • Purposely does things to upset/irritate others

  6. They really don’t know.

  7. RELATIONSHIP RELATIONSHIP RELATIONSHIP

  8. Classroom Strategies • Pick your battles • Take action the first time (no follow through teaches child to ignore requests) • Build rapport/relationship • Be aware of how parental communication affects the child • Ask “what” or “how” not “why” • Lead with empathy (offer kind words before stating consequences) • Give two choices when possible • Address behaviors privately as much as possible • Behavior plan • Less words • Specific praise

  9. Classroom Strategies • Infuse social skills instruction, conflict resolution and anger management skills throughout the day • Avoid being in interaction too long • Private discussion (no audience!) • Avoid responding emotionally, pleading, trying to convince or making it personal (“Please do this for me” or “It really upsets me when you talk like that” • Match and monitor your tone, word usage, body language and facial expressions (sarcasm backfires) • Provide instruction on replacement behaviors • Academic work needs to be at appropriate level with paced instruction • Visual timer • Provide preparation for transitions

  10. Classroom Strategies • Establish and communicate clear classroom rules • Offer specific praise in a calm, quiet manner • Neutral tone when student is heightened • Visual daily schedule • Strategically structure collaborative learning activities so that student is not the last one picked or left without a partner • Minimize surprises • Provide scaffolding for nonacademic activities (lunch, recess, parties) • Be prepared for holidays, breaks and end of the school year self sabotaging behaviors • Safe space to calm down • Preferential seating • “Go to” person • Special job/responsibility when capable

  11. Some Things You Can Say… • “Let me know when you have decided.” • “I need you to…” • “Take some time to think about it.” • “I know that you will make a positive choice.” • “Tomorrow is a fresh start.”

  12. “Give me hope Help me cope, with this heavy load” ~George Harrison Give Me Love

  13. Partnering With Parents • Keep the lines of communication open (as appropriate) • Alert parents to upcoming changes in school routine • Find out what works/doesn’t work at home • Share what works at school • Students with ODD thrive on consistent boundaries and expectations (structure) • Bridge behavior plans/point sheets with rewards at home when possible • Encourage positive parent-child interaction • Share positive news (no matter how small)

  14. Self Care (this is hard work, folks!) • Don’t take the behavior personally • You are the outlet, not the cause • Have a “Buddy Teacher” • Respite • Collaboration • Venting and perspective • Reach out for support (MH team, admin, peers) • Focus on one “Win!” for the day • Start each day with a clean slate (Let it go!) • End of day ritual

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