oppositional defiance disorder
DESCRIPTION
Oppositional Defiance Disorder. What is it and how do we survive it in the classroom?. What is it?. Definition: - PowerPoint PPT PresentationTRANSCRIPT
Oppositional Defiance Disorder
What is it and how do we survive it in the classroom?
What is it?
Definition:
Diagnostic and Statistical Manual of Mental Disorders (DSM) as an ongoing pattern of disobedient, hostile and defiant behaviour toward authority figures which goes beyond the bounds of normal childhood behaviour.
Behaviours associated with ODD
out of seat often disruptive noises does not listen rummages shelves/cupboard hits, kicks, shoves giggles in silly way cries over small matters argues in angry way destroys property forces someone to do
something they don't want to do
takes something from another child
defies teacher throws an object at someone refuses to share curses speaks out of turn Interrupts repeatedly asks same
question makes fun of another forces someone to do
something they don't want to do
How do we know if it is not just typical adolescent behaviour?
Typical Adolescent
Normal to moderate oppositional behaviour
Adolescent with ODD
EXTREME oppositional behaviour
What is the cause of ODD?
Biological: 1.) Possibly defects in or injuries to certain areas of the brain
2.) Abnormal amounts of special chemicals in the brain called neurotransmitters.
3.) Also have other mental illnesses, such as ADHD, learning disorders, depression, or an anxiety disorder.
Genetics: Frequently family members with mental illnesses, including mood disorders.
Environmental: Dysfunctional family life
How common is this?
Disruptive behaviour disorders appear to be more common in boys than in girls, and they are more common in urban than in rural areas.
Between 5% and 15% of school-aged children have Oppositional Defiant Disorder (ODD). A little over 4% of school-aged children are diagnosed with Conduct Disorder (CD).
When and for how long does this last?
Behaviours that may signal the beginnings of ODD or CD can be identified in preschoolers. Most children with ODD symptoms “grow out of it” with treatment.
Some may go on to develop Conduct Disorder. Children and adolescents with CD whose symptoms are not treated early are more likely to fail at school and have difficulty holding a job later in life. They are also more likely to commit crimes as young people and as adults
Often comorbid with other disorders
Conduct Disorder Vs. ODD Debate
In a study assessing the diagnoses of 108 children using DSM-III-R criteria, Reeves et. al (1987) found only four children with a conduct disorder diagnosis unaccompanied by any other diagnosis, and only two children had an ODD diagnosis alone.
In a comparison of clinically diagnosed children and a control group of normal children Reeves et. al (1987) found that children with ADD and conduct disorder had a much higher frequency of adverse family backgrounds and were characterized by fathers with lower education levels, family alcoholism, and fathers with antisocial personalities. These children did not differ significantly from the normal group in terms of marital adjustment of parents or parental strife observed by the child
Conduct Disorder Diagnosis Criteria has stolen without
confrontation of a victim on more than one occasion
has run away from home overnight at least twice while living in parental or surrogate home
often lies has deliberately engaged
in fire setting is often truant from school has broken into someone
else's house, building, or car
has deliberately destroyed others' property
has been physically cruel to animals
has forced someone to have seual activity with him or her
has used a weapon in more than one fight
often initiates physical fights
has stolen with confrontation of a victim
has been physically cruel to people
Difference between conduct problem disorders
Subtype 1 of conduct disorders
Subtype II of conduct disorders
What can ODD lead to?
Conduct Disorder vs. ODD
Stealing
Treatment
Really needs to be tailored to the individual childParent training programs
Individual therapy
Social skills therapy
Cognitive psychology therapy
relaxation training
thought stopping
replacing upsetting thoughts with calming thoughts
self-selected time-outs
Often cited as the most successful method of treatment:
Social Learning/ Family therapyaddressing the multiple systems involved, including parents, siblings, school personnel, and otherseffective therapeutic intervention skills which include impacting the environment and establishing positive expectations for changedeveloping self-control skills for the entire family such that parents and children have alternatives to explosive or depressive behaviourdefining disciplinary approaches that lead to positive changes for all family memberssocial enhancement methods for increasing prosocial behaviours maintenance skills for continuing change once it has occurred
Neuroscience behind it all
Adrenal androgens levels higher
Lower baseline heartrates
Median cortisol levels are lower on average
Lower levels of 5-Hidroxyindoleacetic acid (5-HIAA) and Homovanillic acid (HVA)
Postsynaptic serotoninergic receptor is oversensitive (may be related more to ADHD)
Teaching Strategies
1.) Establish clear behaviour goals with the student
2.) Monitor their progress towards these goals
3.) Positive reinforcement
4.) Consistent consequences for inappropriate behaviour
5.) When possible change behaviour antecedents
6.) Find out what punishments will work best with the student
1.) Establish clear behaviour goals with the student
Have a meeting with the student and their parents to determine SMART goals
gather information about cognitive/emotional reactions
gather information about sequences and patters
Think about situations that could arise and give the student alternatives to acting out
break complex problems into manageable units
2.) Monitor their progress towards these goals
Set up a behaviour log
Set up weekly meetings to monitor progress
Send progress reports home
3.) Positive reinforcement
4.) Consistent consequences for inappropriate behaviour
5.) When possible change behaviour antecedents
communicate empathy provide reassurance and normalize problems use self-disclosure define everyone as a victim emphasize positive expectations for change match your communication style to the family use humour use open-ended questions share the agenda deal with one issue or task at a time break complex problems into manageable units end sidetracking give everyone a chance to participate
6.) Find out what punishments will work best with the student
Ignoring
giving commands
time-out procedure
Caution: as with any child, extensive punishment sets up escape and avoidant behaviours that may be more harmful to the relationship between teacher/parent and child than is the behaviour being punished
Resources to help!BOOKS
-Treating Conduct and Oppositional Defiant Disorders in Children
-Children with Conduct Disorders, A Psychotherapy Manual
-No More Misbehavin': 38 Difficult Behaviors and How to Stop Them
-Kids are worth it! Revised Edition: Giving Your Child the Gift of Inner Discipline
-The Difficult Child
-How to Behave so your Children Will
-Your Defiant Child: Eight Steps to Better Behaviour
-Discipline: The Brazelton Way
-Making Children Mind without Losing Yours
-Raising your Spirited Child: A Guide for Parents Whose Child is more Intense, Sensitive, Perceptive, Persistent and Energetic
-Rage, Rebellion and Rudeness: Parenting in the new Millennium
Websites
American Academy of Child and Adolescent Psychiatry*www.aacap.org/publications/factsfam**
Canadian Paediatric Society*www.caringforkids.cps.ca/behaviour*
Canadian Mental Health Associationwww.cmha.ca
Children’s Mental Health Ontario
www.kidsmentalhealth.ca
Centre for Addiction and Mental Health
www.camh.net
The ABCs of Mental Health – a Teacher Resource
www.brocku.ca/teacherresource/ABC
When Something’s Wrong: Ideas for Teachers
www.cprf.ca