Oppositional Defiant Disorder (ODD) Presenter: Martin Emery

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.

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

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

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.

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

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.

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

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

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

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”

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

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)

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 /call). This will help to establish consistency across home/school settings (just a quick /call). This will help to establish consistency across home/school settings

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

Any Questions?