1. Oppositional Defiant Disorder (ODD) Presenter: Martin Emery

2. Definition:   Oppositional defiant disorder (ODD) is defined as a repetitive and persistent pattern of opposition, defiant, disobedient and disruptive behaviours toward authority figures persisting for at least 6 months.

3. Characteristics of ODD as described in the DSM-IV include: 4+ of the following occurring often (subjective): - - Loses temper - - Argues with adults - - Actively defies/refuses to comply w adults’ requests - - Deliberately annoys people - - Blames others for his/her mistakes - - Touchy/easily annoyed - - Angry and resentful - - Spiteful or vindictive

4. Characteristics ctd  The behaviour needs to cause significant impairment in social, academic or occupational functioning  Need to have ruled out other factors e.g. Psychosis, Conduct Disorder, Antisocial Personality disorder e.g. Psychosis, Conduct Disorder, Antisocial Personality disorder

5. Prevalence and Causes Estimated: anywhere from 2-16% of population Can develop early in preschool years, or become prevalent during adolescence Causes Developmental factors:   a history of the child having a difficult temperament   being difficult to soothe as a baby   having high motor activity, and a propensity toward extreme emotional reactions.

6. Other causal factors   If there have been periods of different care givers,   a history of harsh and inconsistent or neglectful parenting   appears to be more common when there is serious conflict between the parents and the presence of a history in one or both parents of mental health problems

7. To Summarise:  We aren’t certain on the causes, but they seem to be a mixture of the  We aren’t certain on the causes, but they seem to be a mixture of the child’s individual characteristics, parental interactions, and environmental factors.

8. Treatment?  Sometimes medicated  Psychotherapy or Family Therapy  Most often: Behaviour modification

9. What can we do with these students? DON’T rise to their challenge. They’re looking for your reaction or a ‘fight’, don’t give it to them. Remain calm Give warnings, then follow through with consequences

10. BE CONSISTENT They will try and see how much they can get away with – constantly testing the limits. Make your responses as consistent as possible. Once they learn the fixed boundaries – the behaviour will likely reduce

11. Reward Positive Behaviour Merit points Praise: “I really liked the way you sat quietly “I really liked the way you sat quietly through that video” through that video”

12. Offer Choices or make polite requests Instead of saying: “Stop getting out of your seat!” Say: “Would you mind sitting down please?” or: “You have a choice; you can sit down “You have a choice; you can sit down and listen or______ (have a and listen or______ (have a detention, rubbish duty, withdrawal detention, rubbish duty, withdrawal etc)” etc)”  Important to explain WHY they receive a consequence

13. If they still want to discuss the matter….. Ask them to discuss it with you after class or at recess/lunch. If they STILL won’t stop talking… Say something like: “You’re stopping me from teaching the rest of the class, so I’ll have to call Mr Davies/Student Services to collect you unless you sit down and be quiet. It’s up to you.” (Follow through if needed)

14. Other tips  Notice when they look ‘on edge’, vague, frustrated and give them a chance to cool off e.g. get a drink, go to toilet etc e.g. get a drink, go to toilet etc  Communicate with parents (just a quick email/call). This will help to establish consistency across home/school settings (just a quick email/call). This will help to establish consistency across home/school settings

15. In the meantime BUILD A RELATIONSHIP WITH THEM This is the best preventative measure – prior to any behaviour arising. - How was your weekend? - How was your weekend? - Did you see the Dockers crush the Eagles? - Did you see the Dockers crush the Eagles? 10 seconds here can save hours down the track

16. Any Questions?