Oppositional Defiant Disorder (ODD)

Oppositional Defiant Disorder (ODD) is a disorder in which children ignore or defy adults'
requests and rules. They may be passive, finding ways to annoy others, or active, verbally saying
"No". They tend to blame others for their mistakes and difficulties. When asked why they are so
defiant, they may say that they are only acting against unreasonable rules. They are different
from children with conduct disorders in that they do not violate the rights of others. These
behaviours are present at home, but not necessarily in other situations, such as school, or with
other adults. It is defined by the presence of markedly defiant, disobedient, provocative
behaviour and by the absence of more severe dissocial or aggressive acts that violate the law or
the rights of others.

ODD is typically seen in children below the ages of 9-10.

ODD behaviours usually surface when the child is at primary school but the disorder can be
found in children as young as three years of age. Some of the behaviors of a child with ODD
may include:
Is easily angered, annoyed or irritated
Has Frequent temper tantrums
Argues frequently with adults, particularly the most familiar adults in their lives, such as parents
Refuses to obey rules
Seems to deliberately try to annoy or aggravate others
Has low self-esteem
Has low frustration threshold
Seeks to blame others for any misfortunes and misdeeds.

Common behaviors seen in Oppositional Defiant Disorder include:

Losing ones temper

Arguing with adults
Actively defying requests
Refusing to follow rules
Deliberately annoying other people
Blaming others for one's own mistakes or misbehavior Being touchy, easily annoyed
Being easily angered, resentful, spiteful, or vindictive.
Speaking harshly, or unkind when upset Seeking revenge
Having frequent temper tantrums
Many parents report that their ODD children were rigid and demanding from an early age.

Preschool - 3 to 6 years
Low patience level
Displays aggression
Increasing difficulties with peer relationships Gradually become more openly defiant towards
adults

Elementary - 6-11 years

Behaviors may continue across home, school, and community settings. Beginning academic
problems.
Impulsivity and motor restlessness.
Variety of disruptive and aggressive behavioral difficulties.

Jr High and Middle School - 11-13 years

Academic difficulties
Loss of interest in school
Peer relationships are generally poor
Increase in chronic lying, stealing, shoplifting
Truancy, running away, alcohol/drug abuse, sexual experiences Increased problems with low
self-esteem and depression

Adolescence - 13-18 years

Truancy from school (dropped out or expelled)
Increased involvement with, and loyalty to, delinquent peer groups
Greater isolation from other peers, family members
Stealing, shoplifting, running away, alcohol and/or drug abuse, sexual promiscuity Problems
with low self-esteem, low self-confidence, and/or depression

(Found at Not My Kid.org: http://www.notmykid.org/parentArticles/ODD/ )

 Educational Implications
Students with ODD may consistently challenge class rules, refuse to do assignments, and argue
or fight with other students. This behavior can cause significant impairment in both social and
academic functioning. The constant testing of limits and arguing can create a stressful classroom
environment.

Ways Teachers Can Help

An important part of working with ODD, as with any other challenge, is to recognize that
the child is not the problem. The problem is the problem. The purpose of externalizing the
problem is to provide a separation between the child and the problem which allows the child and
family to create preferred ways of relating to the problem (White & Epston, 1990).
For example, children might be asked if they know why they have come to therapy and
what concerns their parents (teachers, coaches, etc) have. These concerns, loosing temper or
actively refusing to comply with rules of adults, might be spoken of from the first session in an
externalizing manner. For example, "It sounds like your teachers are concerned when "temper"
and "defiance" are around. The externalizing conversations are continually used throughout
therapy to help children separate their sense of identity and personhood from the problem at hand
and to empower them to take a stance against the problem (ODD behaviours).

Behavioural Strategies and Approaches for

Children with ODD

Getting a reaction out of others is the chief hobby of children with ODD. They like to see you get
mad. They try to provoke reactions in people and are often successful in creating power
struggles. Therefore, it is important to have a plan and try not to show any emotion when
reacting to them. If you react too emotionally, you may make big mistakes in dealing with this
child. Plan in advance what to do when this student engages in certain behaviours and be
prepared to follow through calmly.

Make this student a part of any plan to change behaviour. If you don' t, you'll become the enemy.

Provide consistency, structure, and clear consequences for the students behaviour.

Praise students when they respond positively.

Decide which behaviours you are going to ignore. Most children with ODD are doing
too many things you dislike to include all of them in a behaviour management plan. Thus, target
only a few important behaviours, rather than trying to fix everything.
Establish a rapport with the ODD child. If this child perceives you as reasonable and fair, you'll
be able to work more effectively with him or her.

Avoid making comments or bringing up situations that may be a source of argument for them.

Never raise your voice or argue with this student. Regardless of the situation do not get into a
"yes you will contest. Silence is a better response. Do not take the defiance personally.
Remember, you are the outlet and not the cause for the defiance - unless you are shouting,
arguing or attempting to handle the student with sarcasm.
Avoid all power struggles with this student. They will get you nowhere. Thus, try to avoid verbal
exchanges. State your position clearly and concisely and choose your battles wisely.

Always listen to this student. Let him/her talk. Don' t interrupt until he/she finishes.

Address concerns privately. This will help to avoid power struggles as well as an audience for a
potential power struggle.

In the private conference be caring but honest. Tell the student calmly what it is that is causing
problems as far as you are concerned. Be sure you listen as well. In this process, insist upon one
rule - that you both be respectful.

When decisions are needed, give two choices or options. State them briefly and clearly. Students
with ODD are more likely to complete or perform tasks that they have chosen. This also
empowers them to make other decisions.

Give the ODD student some classroom responsibilities. This will help him/her to feel apart of the
class and some sense of controlled power. If he/she abuses the situation, the classroom
responsibilities can be earned privileges.

When you see an ODD child getting frustrated or angry, ask if a calming down period would
help. But don't force it on him/her. Rather than sending the student down to the office for this
cooling down period, it may be better to establish an isolated calming down place in the
classroom so he/she can more readily re-engaged in classroom activity following the cooling
down period.

Ask parents what works at home.

 Instructional Strategies and Classroom
Accommodations for the ODD Student

Establish clear classroom rules. Be clear about what is nonnegotiable. Post the daily schedule so
the student will know what to expect.

Make sure academic work is at the appropriate level. When work is too hard, students become
frustrated. When it is too easy, they become bored. Both reactions lead to problems in the
classroom.

Pace instruction. When the student with ODD completes a designated amount of a non-preferred
activity, reinforce his/her cooperation by allowing him/her to do something they prefer or find
more enjoyable or less difficult.

Systematically teach social skills, including anger management, conflict resolution and how to be
assertive in an appropriate manner. Discuss strategies that the student may use to calm him/ or
herself down when they feel their anger escalating. Do this when the student is calm.

Select materials that encourage student interaction. Students with ODD need to learn to talk to
their peers and to adults in an appropriate manner. All cooperative learning activities must be
carefully structured, however.

Minimize downtime and plan transitions carefully. Students with ODD do best when kept busy.

Allow the ODD student to redo assignments to improve their score or final grade.

Structure activities so the student with ODD is not always left out or is the last person
picked.
 --Additional Information--

Five Things Teachers Need to Know

1. Choose your battles carefully with my child. Selecting a couple of areas to focus on
will work better than fighting over every misbehaviour.
2. Clear, simply stated rules work better for my child than abstract rules and expectations.
3. If there will be any sort of change in my child's classroom or routine, please notify me as far in
advance as possible so that we can all work together in preparing her for it.
4. My child has significant challenges, but he also has many strengths and gifts. Please use these
to help him have experiences of success.
5. Please keep the lines of communication open between our home and the school. My child
needs all the adults in her life working together

(from: http://specialchildren.about.com/od/odd/a/ODDschool.htm)

What is the difference between ODD and Attention-

Deficit Hyperactivity Disorder?

ODD
Characterized by aggressiveness, rather than impulsiveness.
Child purposefully annoys people.
Disobedience and opposition to authority.
Hostility is shown through deliberately annoying others or verbal aggression.
Behaviours may or may not be seen at home and in school and other community settings.
Basic rights of others or age-appropriate societal rules are not usually violated.

ADHD
Characterized by impulsiveness, rather than aggressiveness.
Annoyance is usually not purposeful.
Child does not have difficulty with concentrating or sitting still.
Behaviour is purposeful, intended to "get a rise" out of others.
Child fidgets, has difficulty with concentration, and has trouble sitting still.
Child often acts without thinking ahead.

A child with ODD is usually much more difficult to deal with than a child who
has ADHD.
A child with ADHD may impulsively push another child too hard on a swing and knock the child
to the ground, and then generally feel bad about it afterward. However, a child with ODD might
say s/he didnt do it, then brag about it to friends later. ADHD sometimes goes away without
intervention, but ODD rarely does.

How are ODD and Conduct Disorder related?

Currently, the research shows that in many aspects, Conduct Disorder is a more severe form of
ODD. Thus, severe ODD may develop into Conduct Disorder. Milder ODD usually does not
"turn into" Conduct Disorder. The common thread that separates ODD from Conduct Disorder is
safety. If a child has conduct disorder, there are more concerns for the safety of others and their
possessions. Behaviours such as fire-setting and vandalism are common in Conduct Disorder,
and often the safety of the child with Conduct Disorder is also of great concern. Children with
ODD are generally an annoyance, but not especially dangerous.

Conduct Disorder
Severe disobedience and opposition to authority.
Hostility is shown through physical aggression.
Behaviours are persistent both outside of the home setting.

What happens to children who have ODD

when they grow up?
There are three main paths that children with this disorder will take.
First, there will be some lucky children who outgrow this disorder. The exact percentage who
outgrow it is not known, but it is probably not the majority.
Second, ODD may turn into Conduct Disorder. This usually happens fairly early in childhood.
That is, after 3-4 years of having ODD, if it hasnt turned into Conduct
Disorder, it probably never will.
Third, the child may simply continue to have ODD. Recent research suggests that this is
probably the most common path. Another common occurrence is that children who have ODD
develop signs of mood disorders or anxiety as they get older.

( Found at NotMyKid.org http://www.notmykid.org/parentArticles/ODD/ )

Websites for More Information

MayoClinic.com:
http://www.mayoclinic.com/health/oppositional-defiant-disorder/DS00630
Mental Health Matters:
http://www.mental-health-matters.com/disorders/dis_details.php?disID=67