tag:blogger.com,1999:blog-25460652349311682112024-03-14T03:43:22.001-04:00Behavior Disorders: Support Group for Parents and TeachersPractical Skills To Assist Children/Teens With ADHD, ODD and CDUnknownnoreply@blogger.comBlogger29125tag:blogger.com,1999:blog-2546065234931168211.post-30497744641111119132013-04-19T10:37:00.003-04:002019-06-23T11:02:28.108-04:00Teaching Students with Asperger's & Oppositional Defiant Disorder<div dir="ltr" style="text-align: left;" trbidi="on">
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Teaching a student who has both Asperger's (AS) and Oppositional Defiant Disorder (ODD) requires innovation and patience along with perseverance during mastery of new information. Whether you are a parent or a special resources educator who works on a daily basis with developmentally disabled kids, employing the following techniques in the classroom will have great benefit:<br />
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1. Use repetition to reinforce new concepts and help mastery. Repetition is a valuable tool in helping AS/ODD kids learn. Many kids willingly watch an enjoyable video over and over. Each time, new information is processed, and memories are made. AS/ODD kids learn best when concepts are reiterated (e.g., repetition can be accomplished through using the same set of math flashcards over and over). Sometimes, however, the information can be repeated while the format of presentation changes (e.g., the same math facts can be reinforced by using counting sticks instead of flashcards). Repetition occurs when the process is replicated and when the same information is illustrated in a new process. <br />
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2. Remain consistent in use of teaching techniques, discipline and rewards. AS/ODD kids often have tantrums when they don’t get what they want or can’t express what they are feeling or needing. Helping these youngsters to communicate their needs, and then empowering them to learn to self-regulate, should be a part of every effective teaching technique. When verbal communication of emotions is unsuccessful, world pictures can often help. When AS/ODD youngsters show early signs of having a meltdown, show them pictures of normal daily activities (e.g., eating, going to the restroom, playing with a peer, reading a book, etc.). Ask them to point to the picture that shows what they need. If they don’t respond to any of the pictures, chances are they are simply upset because of not getting their way. A “special needs” youngster needs an adult to model appropriate limits. Consistent discipline for misbehavior is just as important as rewards for good behavior.<br />
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3. Many AS/ODD kids struggle with expressing themselves. They often excel at creative activities like drawing, painting, and sculpting with clay. These mediums can be used as effective teaching techniques to help these youngsters create a “pictorial concept.” These images allow them to use their strengths to help them communicate and connect to the world around them in a meaningful way. AS/ODD kids will often have difficulty expressing emotions, but their drawings may reveal latent emotions. Drawings can also be used to help these kids tell stories about their daily lives. When the youngster repeatedly draws the same type of picture or uses the same color over and over, he or she may be attempting to reveal something about his or her world. Many psychologists and therapists are trained to communicate with kids who can’t express their emotions, but have learned to do so through the use of art.<br />
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4. Develop and maintain a structured learning environment. Even high-functioning AS/ODD kids struggle with self-control and boundaries when overly-stimulated. The most effective teaching techniques are those that provide a highly-structured environment that remains constant so that only the concept or behavior being introduced is new. For example, an organized work station should remain clutter-free with concrete guidelines for where to sit, store supplies, hang up coats, or take a time-out when feeling anxious or angry. Clear expectations provide AS/ODD children the freedom to obey limits without needing to be prompted.<br />
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5. Combine visual, tactile and auditory cues to facilitate learning. Auditory learning is the least effective sensory tool for an AS/ODD youngster. However, it can be combined with visual and tactile clues that will make the meaning clearer and help a “concrete thinker” learn to associate emotional expression with word pictures. For example, in working with emotions, educators can begin to teach the youngster what “anxious” means by drawing an anxious face on a piece of paper. However, the youngster may not have a sense of anxiety occurring in real life outside of the drawing. Next, teachers can build on the meaning of this emotion by arranging their own features to look anxious. If teachers invite the AS/ODD youngster to trace around their facial expression with her fingers, she may begin to understand that teachers could feel anxious. The next step is to help the youngster arrange her own features to reflect personal feelings of anxiety. Roll play is often the last step in helping a youngster experience what it is like to be anxious. Add an empathetic gesture (e.g., a light touch on her shoulder), and you are modeling empathy for someone who is feeling anxious. The combination of visual and tactile clues all help the youngster understand that the drawing, the teacher’s face, her face, and elements of the roll play all represent what it means to be anxious and to care about the feelings of others.<br />
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Teaching techniques for an AS/ODD youngster should not focus on the limitations that the youngster experiences. Even AS/ODD youngsters are often exceptional in other ways. The most successful strategies for learning first discover the youngster’s best sensory portal, and then incorporate her giftedness as a vehicle for self-expression against the backdrop of a structured and consistent learning environment.<br />
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<span style="font-size: large;"><a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b>==> Parenting<span style="font-size: large;"> and </span>Teaching Children with Oppositional Defiant Disorder</b></a> </span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-63443673898583511272012-04-04T11:41:00.002-04:002019-06-23T11:01:39.723-04:00Minimizing Disruptive Behaviors: Tip for Teachers with Oppositional Defiant Students<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Minimizing Disruptive Behaviors: Tip for Teachers with Oppositional Defiant Students</i></div>
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1. STAY CALM. The first thing to do when encountering disruptive behavior in the classroom is to stay calm. Count to ten, breathe deeply, and visualize a peaceful scene …anything to keep from losing a calm demeanor. No matter how much an offensive child tries to bait teachers, they lose credibility if they lower themselves to the student’s level. If the teacher keeps her composure, she will likely win the sympathy and support of the other children. They may even start using social pressure to discipline the disruptive student themselves. Keeping one’s composure, however, does not mean just accepting and tolerating the abuse. There are some specific, appropriate measures teachers can take in response to disruptive behaviors, which brings us to tip #2.</div>
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2. ARRIVING LATE AND/OR LEAVING EARLY. State the school’s policies clearly on the first day of class. Insist that children inform you, preferably in advance, of any special circumstances that will require them to be late to class – or absent altogether. Subtract points for coming to class late and leaving early. Draw attention to disruptive students by pausing as they walk in and out. Alternatively, set aside an area near the door for latecomers and early leavers. Finally, to discourage packing up early, routinely conduct important class activities for the beginning and the end of class. </div>
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3. ASKING FOR EXTENSIONS AND MISSING ASSIGNMENT DEADLINES. Specify penalties for late work, with or without an "approved" extension (e.g., docking a portion of the grade). Some teachers feel comfortable strictly enforcing this policy. But if you prefer to be flexible, you probably realize that children occasionally have good reasons for not meeting deadlines. But they also occasionally lie. So, assess each extension request and excuse on a case-by-case, child-by-child basis, perhaps allowing a single, documented incident – but drawing the line at the second. </div>
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4. PACKING UP EARLY. Routinely reserve some important points or classroom activities (e.g., quizzes, writing exercises, clarification of the upcoming readings, study guide distribution, etc.) until the end of class. Alternatively, have children turn in assignments at the end of class. Paper-rustling and other disruptive noise-making during class can be stopped the same way as is talking in class. </div>
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5. SHOWING DISRESPECT. Make your expectations for appropriate classroom manners clear from the start and reinforce them continually by your being a good role model. Enlist the aid of other children to monitor and report disruptive incidents. Talk to disruptive students privately and explain that their behavior is affecting their peers’ ability to learn. Sometimes children show disrespect to get the attention they believe they can’t get through any other means, to vent their anger towards authority in general, or to express some other deep-seated emotional problem. Leave such cases to the school counselor and refer such children as needed.</div>
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6. TAKING IN CLASS. Occasional comments or questions from one child to another are to be expected. However, chronic talkers bother other children and interfere with your train of thought. To stop them, try a long, dramatic pause. Then, if necessary, accompany your pause with an equally dramatic stare at the disruptive students. Say something like, "I really think you should pay attention to this; it will be on the test" or "You are disturbing your peers." If the problem continues, get assertive with the disruptive students outside the class. Direct intervention and public embarrassment are strictly last resorts. </div>
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7. WASTING TIME. If children habitually try to monopolize class time, encourage them to speak with you after class to clarify their questions. You can broaden the discussion and call attention away from the disruptive child by asking the rest of the class for the answers. Alternatively, you can put out a question box. Read the questions after class and briefly address some of them. </div>
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8. Become well-educated in all aspects of Oppositional Defiant Disorder.</div>
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9. Be sure to take care of your own physical and mental health.</div>
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10. Your best strategy against all forms of disruptive behavior is prevention. Be aware of potential problems, and plan carefully to keep them from developing.</div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b><span style="font-size: medium;">==> Parenting/Teaching Children with Oppositional Defiant Disorder</span></b></a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-49754667749885569812012-03-21T13:28:00.003-04:002019-06-23T11:00:51.030-04:00Managing the Disruptive Student<div dir="ltr" style="text-align: left;" trbidi="on">
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Managing children who are disruptive, those who lack motivation and appear as though they would rather be any place than in the classroom, is easier when teachers take the right stance. Anything is possible when teachers have faith in the children they teach. Learning starts with a dedicated teacher interested in meeting the challenge of how to present content in a way that successfully navigates the barriers defiant children erect.</div>
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Believing in oppositional children is the right stance, but it doesn’t prevent them from coming to class unprepared, handing in assignments late, asking to use the bathroom over and over, and talking in class. Here are some strategies that teachers can use with disruptive children in class. Each of the four techniques described below has the teachers acknowledging the problem, and then working with the child to develop a plan to correct the problem (an approach built on collaboration):</div>
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1. Avoid arguing— Arguing with defiant children only makes them more resistant. It is highly unlikely that the teacher is going to “persuade” an oppositional child, whether that child needs to get work done on time or stop talking to his neighbor. A more indirect approach may be better. For example, “When you don’t get your work done on time, you end up having twice as much to do later – the first assignment that you didn’t complete plus the new assignment.”</div>
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2. Develop discrepancy— Children are motivated to change when they perceive a discrepancy between where they are and where they want to be. The teachers can make children aware of this discrepancy. For example, “You like to go to recess, but you are regularly losing that privilege by not getting your work done on time.” …or…“You said you want to be a computer programmer someday, but you fall asleep whenever you lose interest. What’s going to happen when the staff meetings you’re required to attend get boring?” </div>
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3. Express empathy— The teacher communicates with disruptive children from a position of power, but the teacher still respects the children and practices active listening. Despite the power associated with being the teacher, he/she recognizes that the behavior that needs to be changed can be changed only by the child. </div>
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4. Roll with resistance— Don’t meet it head on. Invite the defiant child to think about the problem differently. Rather than imposing a solution, see if the child can generate one. For example, “You missed the assignment. What’s a fair consequence for that?” </div>
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Teachers aren’t law enforcement officers. They aren’t expected to be entertainers or hand-holders. They do have the responsibility to create a classroom setting that engages disruptive children and fosters relationships based on mutual respect, though. True learning occurs when both work together, treading softly on differences and celebrating strengths.</div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b><span style="font-size: medium;">==> Parenting/Teaching Children with Oppositional Defiant Disorder</span></b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-57091879284674500852012-03-14T14:05:00.001-04:002019-06-22T09:24:03.854-04:00Managing ODD Students in the Classroom: Issues and Solutions<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Undermining the teacher’s authority:</b> This is tricky as it speaks to "attitude." An ODD child might belittle the teacher or engage in a battle of the wills. This youngster would need to be privately told that his attitude was confrontational and asked how this might be resolved mutually. Be careful not to read most questions about content, interpretation, or assignments as a challenge of authority. Acting as it they are not, even when you suspect they are, can convey a sense of confidence and control. Sometimes merely assuring the youngster, while smiling, that you have indeed reflected on this issue at length and that he too will understand soon why the information or the assignment is valuable diffuses the situation. You may even want to encourage him to ask the question again at a later date if necessary.</div>
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<b>Sleeping in class:</b> Sleeping in class is usually considered rude. Most teachers believe it should not be tolerated and is best curbed up front by waking a sleeping youngster and asking her to step outside with you. Once there, faculty often tell youngsters that it’s best for the rest of the class if they return when they are awake enough to be an active participant. This occurs from time to time, and you obviously are the one to choose lenience or punitive action. If it’s one of your more regularly involved youngsters, perhaps give them an option of an extra credit research assignment they can bring to your next class period covering the subject matter they missed while they were sleeping. An alternative approach is to assume that the youngster does not feel well or has some other condition that results in sleepiness when still for long periods of time. You might simply choose to wake the youngster and ask them if they are feeling alright. To pull this off, you need to approach it with true concern for the youngster's health and well being. Most of the time, youngster's are so embarrassed that they don't let it happen again. In particularly long classes, break up the session with activities or paired conversations about a topic to ensure that youngsters stay engaged. ODD youngsters don't learn much from listening, so remember that the more they "experience" the learning process – the more you are really teaching. </div>
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<b>Repeated Tardiness:</b> There should be clear parameters set around this issue up front – either in your class rules or in the class decided norms. It might be best to discuss this with ODD youngsters individually. Some are habitually late because they are dependent on others for transportation to school. </div>
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<b>"Spacing Out" or Sitting with Back to Teacher:</b> If this is a repeated problem, youngsters need to know that their non-verbal behavior is perceived as disinterest. You might ask them after class if they need a more comfortable seat. Some youngsters are extremely shy and it might take quite a while before they open up enough to make sustained eye contact or face the teacher completely. </div>
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<b>Disrespectful Behavior:</b> The reality is that sometimes ODD youngsters just plain won’t like you. You will find yourself in a conversation with yourself about why they don’t like you and treat you with disrespect. Animosity will perpetuate itself, so remember your role and look for a way to positively invite the youngster to engage more deeply in the class. Perhaps offer them a special task based on a self-disclosed talent (e.g., an ODD child whose hobby is Origami might lead a lesson on the art of following instructions).</div>
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<b>Gum, Food, Pagers, and Cell Phone Disruption:</b> If decided upon by class, consequences for breaking this policy might range from the loss of participation points to the offender having to present on a topic of interest to the class. Some teachers allow cell phones to be on the vibrate setting as long as they are attended to at the break rather than used when it interrupts the class. Teachers need to abide by this rule as well and allow for at least one mistake per youngster as accidents do happen from oversight. The idea here is to prevent habitual disruption from gum popping and phones ringing.</div>
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<b>Leaving class too frequently:</b> Camps are divided as to whether or not youngsters should ask for permission to leave for bathroom breaks or wait for a break in the class. Some teachers don’t require their youngsters to limit their bathroom breaks or ask permission, however, this is contentious for some teachers when breaks are taken too frequently. You might privately ask the youngster if everything is OK so that they know that you are concerned by their behavior. Don’t assume disrespect – it might be a bladder infection or some other physical problem.</div>
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<b>Monopolizing Discussions:</b> This is common but manageable. Many ODD youngsters are excited and talkative, so it might be good to give them some time to settle in. However, if it’s evident right away that this is a trend, it’s best to ask them to stay after class. You might approach them initially by saying that you are pleased with the amount of enthusiasm they have for discussion but were hoping that they have suggestions for getting the other class members equally involved. The youngster will most likely get your drift with minimal humiliation.</div>
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<b>Plagiarism or Lying:</b> Depending upon the class and the youngster’s prior knowledge of what plagiarism entails, some teachers issue an automatic F for the first instance, then expulsion from the class on a second instance. Most schools have specific policies. Be sure to know you school’s policy before taking action. Plagiarism should be outlined in your class rules.</div>
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<b>Refusal to Participate or Speak:</b> We can’t force youngsters to speak in class nor participate in group projects. This can be addressed and become a win-win situation by either giving the youngster alternative options to verbal participation (unless it’s a speech class) or simply carefully coaxing some response out of them and praising whatever minimal effort you receive from them. Remember, some youngsters are terrified to be in a class setting –especially if there are round tables rather than desks – allowing for little anonymity.</div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b><span style="font-size: large;">==> Parenting/Teaching Children with Oppositional Defiant Disorder</span></b></a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-365562383159256512012-03-06T16:20:00.000-05:002019-06-21T11:38:32.139-04:00Tips for Dealing with the Conduct Disorder Student<div dir="ltr" style="text-align: left;" trbidi="on">
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Needless to say, children with Conduct Disorder (CD) are frequently removed from class, suspended and/or expelled. They are often involved in physical altercations and may bring weapons to school. Children with CD have difficulty with interpersonal relationships and may be abusive to boyfriends/girlfriends. Because they are defiant, children with CD are often absent from school and have difficulty completing assignments. </div>
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Children with CD like to engage in power struggles. They often react badly to direct demands or statements such as: “You need to...” or “You must...” They may consistently challenge class rules, refuse to do assignments, and argue or fight with the other kids. This behavior can cause significant impairment in both social and academic functioning. They also work best in environments with high staff-child ratios, one-on-one situations, or self-contained programs, when there is plenty of structure and clearly defined guidelines. Their frequent absences and refusal to do assignments often lead to academic failure.</div>
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<i>If you have a youngster in class who has been diagnosed with CD, here are some ideas for assisting them: </i></div>
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1. Avoid escalating prompts such as shouting, touching, nagging, or cornering the youngster.</div>
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2. Avoid giving ultimatums - use options instead. </div>
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3. CD children often work best in small group or one-on-one settings. They need a great deal of structure and clear expectations if they are to be successful. Therefore, it may be helpful to get permission to speak with any mental health practitioners who are involved with the youngster. These professionals can help you gain a better understanding of the disorder, and work with you to develop effective interventions for the youngster in you classroom. In turn, you provide to the mental health professional beneficial insight into how the youngster acts in and academic setting, which can help the professional treat the youngster in a more holistic manner. </div>
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4. Consider the use of technology. Children with CD tend to work well on computers with active programs.</div>
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5. Develop a plan, ahead of time as to what will be done if the youngster becomes angry or violent. Make sure the parent, staff and the youngster are informed about who will be contacted and the order of the steps which will be taken to ensure the safety of the youngster and others. </div>
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6. Do not carry a "grudge' against the CD youngster – and be willing to start over with them. CD children have true mental health issues and are often as overwhelmed and puzzled by their behaviors as those around them. </div>
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7. Do not touch children with CD’ especially when they are angry. They may take it as a personal threat.</div>
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8. Embarrassment is a concern for all teens, but is multiplied in teens with CD. Modifications and adaptations should been accomplished with subtle non-intrusive methods to allow the youngster to maintain a sense of dignity and responsibility. Blatant, harsh criticisms of these kids will perpetuate their fears of failure and feed into their cycles of anger and rage. </div>
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9. Establish clear classroom rules. Be clear about what is non-negotiable.</div>
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10. Give the youngster a choice in most matters. Stay away from direct demands or statements such as: “You need to...” or “You must...”</div>
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11. If the youngster is old enough to work, consider a work-experience program. CD children often do well in school-to-work programs because they find earning money an incentive. </div>
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12. Keep calm and logical during confrontations, especially if the youngster's behavior escalates. These children like power struggles and arguments. </div>
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13. Maintain respect as well as emotional detachment. </div>
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14. Make sure curriculum is at an appropriate level. When work is too hard, CD children become frustrated. When it is too easy, they become bored.</div>
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15. Remember that praise is important, but it needs to be sincere.</div>
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16. Maximize the performance of low-performing children through the use of individualized instruction, the breaking down of academic tasks, debriefing, coaching, and providing positive incentives.</div>
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17. Select materials that are relevant to the CD kid’s life. Although his skills may be at a lower level, he usually does not respond well to material he perceives as beneath him (age-wise). Look for "high-interest, low-ability" materials. </div>
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18. Structure activities so the youngster with CD is not always left out or the last one picked.</div>
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19. Children with CD often do well in programs that allow them to work outside of the school setting. Try to monitor your impressions, keep them as neutral as possible, communicate a positive regard for the children, and give them the benefit of the doubt whenever possible.</div>
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20. Systematically teach social skills including anger-management, conflict-resolution strategies, and how to be assertive in an appropriate manner.</div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b>==> Parenting and Teaching Children with Oppositional Defiant Disorder</b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-15753863205603735172012-02-29T10:56:00.010-05:002019-06-20T09:26:54.169-04:00Learning Self-Discipline<div dir="ltr" style="text-align: left;" trbidi="on">
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Just as children function at different levels in algebra (for example), they also function at different levels of discipline. It is possible to set up a consistent system for classroom discipline that will be appropriate for children functioning at all levels - and at the same time - encourage them to work their way up to higher levels.</div>
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Although the progression from level to level is the same, the rate varies from student to student. This is why teachers need to be prepared to address discipline in their classrooms at different levels. Their children are functioning at different levels on the road to self-discipline. </div>
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<i>Here are the levels and the associated behavior that occurs at the particular level:</i></div>
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<b>Level 1—</b></div>
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Children functioning at level 1 are typically unruly (i.e., they often refuse to follow directions). They are defiant and require a tremendous amount of attention. They have few rules of their own, but out of fear of reprisal, may follow the rules of adults. Most youngsters progress beyond this level by age 5, but a few older children still function at this level.</div>
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This is the power level. What makes it work is the imbalance of power between the youngster and the teacher. When the child is young, the imbalance of power between him and his mother or father is significant. If the youngster is never taught a higher level, the imbalance of power diminishes as he grows up. The parent then states that she can no longer control her youngster. He will not mind. He challenges authority constantly.</div>
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Fortunately, very few of the children in the classrooms function at this level. Those who do, follow rules as long as the imbalance of power tilts against them. Assertive educators with a constant eye on these children can keep them in line. Turn your back on them for one minute, and they are out of control.</div>
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If these children want something, they usually just take it. They show very little concern for the feelings of others. They seek out extensions of power. Pencils, scissors, and rulers become weapons in their hands.</div>
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<b>Level 2—</b></div>
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Children functioning at level 2 are a little easier to handle. They also represent only a small percent of the youngsters. They can be classified as having an individualistic morality. They can be very self-centered.</div>
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This is the reward and consequence level. These children behave either because they (a) will receive some sort of reward, or (b) don’t like what happens when they don’t behave. Most kids are moving beyond this level by the time they are 9-years-old. Older children who still function at this level do best in classrooms with assertive educators.</div>
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There is very little sense of self-discipline at this level. Like the power level kids, these youngsters need constant supervision. They may behave quite well in the classroom, and then be out of control in the hallway.</div>
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<b>Level 3—</b></div>
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Children functioning at level 3 make up most of the youngsters in middle and junior high schools. These students have started to develop a sense of discipline. They behave because they are asked to. </div>
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This is the mutual interpersonal level. They care what others think about them, and they want you to like them.</div>
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These kids need gentle reminders. When the teacher asks them to settle down – they do. Assertive discipline works with these children because they understand it, but they rarely need such a heavy handed approach to classroom discipline.</div>
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Quite often you find children in the classroom that are in transition from level 2 to level 3. You may know of a child that gets into lots of trouble in other classrooms – but not in yours. This youngster is just learning to trust others and build the interpersonal relationships that are more common with his peers. Teachers need to let this particular student know that his good behavior is important to you not only in your class, but in others as well. Nurture this youngster, and you will see quick progress. Be unnecessarily assertive, and he will slip back to level 2.</div>
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<b>Level 4—</b></div>
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Children functioning at level 4 rarely get into trouble. They have a sense of right and wrong. Although many middle school and junior high school children will occasionally function at this level, only a few consistently do. These are the youngsters teachers enjoy working with. The teacher can leave these students alone with a project and come back 30 minutes later and find them still on task. They behave because, in their minds, it is the right thing to do.</div>
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Children who function at level 4 do not appreciate assertive discipline. They are bothered by the fact that other children force educators to use so much class time dealing with discipline problems.</div>
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Although most children don’t usually operate at this level, they are near enough to it that they understand it. Cooperative learning activities encourage children to function at this level. Teachers who set-up several groups within the class give children a chance to practice working at this level (while the teacher waits close by, ready to step in if needed).</div>
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When you identify the level at which a child is functioning, you can then help that youngster work to the next level. It is a mistake to try and skip levels. Insisting that a level 1 child “get his act together” (similar to a level 4 child) is not a reasonable expectation. Instead, set your goal on level 2. You may be pleasantly surprised when you start to notice improvement.</div>
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Any youngster is capable of regressing every now and then. When you really get to know your children and are used to them functioning at a particular level, it is important to look for a reason when one of your children regresses. Problems with family members, friends, alcohol, or drugs may be behind a shift in behavior. It simply might be tiredness or the onset of illness. Whatever the cause, it is worth taking the time to talk with the child and see what’s going on.</div>
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Learning self-discipline is just like learning anything else. Your children aren’t always going to get it right the first time. So, teachers need to be patient with the process. Help them some more, and when you think they are ready, give it another try.</div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b>==> Parenting and Teaching Children and Teens with Oppositional Defiant Disorder</b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-57748133348376666732011-04-12T11:10:00.003-04:002022-10-10T10:36:16.578-04:00Dealing with the Violent Student: 45 Tips for Teachers<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Students who exhibit violent behavior present the most difficult challenge to educators and moms and dads. </b>Such students may be defiant, start fights, push, kick, hit or grab, throw things, verbally threaten classmates or staff, or destroy property. Some students respond to verbal prompts to interrupt and stop this type of behavior. Others act-out with little obvious provocation and, once they “lose it,” cannot be reached until they have exhausted their rage.</div>
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Typically, these students do not handle transitions or unexpected change well and have low tolerance for frustration. This is different from violent behavior that is “episodic” (i.e., out of the norm for the child and perhaps the result of an isolated event at school or home) or “goal oriented” (i.e., employed to achieve a specific desire or targeted at a specific person).</div>
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The underlying cause(s) of violent behavior are complex and may be accompanied by other negative behaviors or problems. The most effective way to help such students is to give them the mechanisms to recognize and prevent outbursts before they happen. While the intensity and specificity of interventions may differ, certain “teacher’s strategies” can help build and reinforce positive behavior in all children.</div>
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Educators are instrumental to creating a school environment in which students learn positive behavior skills. Much of the time educators spend is focused on disciplining or “cleaning up” after a rage-attack, often with little long-term benefit. Certainly discipline plays a role in violence prevention, but it should be employed as a teaching mechanism, not just a means of containing the behavior. Comprehensive prevention strategies and an intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between staff, moms and dads, and children should be implemented. </div>
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<b>Prevention and Problem Solving Strategies—</b></div>
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1. “Normalizing” social learning enables students to understand that violent classmates need extra help from the teacher to learn to cope with frustration. </div>
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2. Address the underlying issue(s) and help the child reframe his objective (e.g., learning to master the task instead of avoiding it).</div>
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3. Ask the moms and dads to identify triggers and precursor behaviors that they have observed and to recommend coping strategies that work at home. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" style="text-align: left;" target="_blank"><b><span style="color: black;">==> </span>Parenting and Teaching Children and Teens with Oppositional Defiant Disorder</b></a></div>
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4. Ask the school psychologist to develop uniform criteria for assessing behavior. This helps minimize inconsistencies in referrals due to different behavior tolerances among school staff.</div>
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5. Avoid beginning the conversation with moms and dads by offering a litany of negatives. Instead emphasize the child’s strengths and how they can be built into the problem solving process.</div>
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6. Build trust with children by being accessible and encouraging.</div>
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7. Communicate to children, staff, and moms and dads expectations for behavior and how specific social skills will help children achieve that behavior.</div>
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8. Congratulate students when you see them make a good choice.</div>
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9. Convey that your involvement in a problem does not signal a failure on the child’s part, but rather your commitment to help him find a solution. This problem solving approach helps establish a sense of trust with the child and reduces parent defensiveness.</div>
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10. Designate an office or special place as a “time out room” for students who need to regain safe control. Make sure students know where it is and what adult(s) will be there to help them. This is often the counselor’s office or your office.</div>
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11. Determine the circumstances that trigger outbursts. Identifying a pattern of when and how the child acts out helps define the factors that trigger the behavior and, subsequently, suggests strategies that will most effectively correct it. </div>
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12. Develop a problem solving, team approach with other teachers and administrators.</div>
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13. Develop a signal between the teacher and child that says, “I am having trouble,” and allow the child extra time to complete work or transition to another activity, or provide alternative means to do an assignment. </div>
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14. Do not try to establish your relationship with moms and dads over the phone. Schedule a meeting. Good face-to-face communications from the start will minimize confrontation and help parents view you and staff as a resource. </div>
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15. Eliciting the help of a classmate can be effective. </div>
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16. Engage moms and dads as partners. The cooperation of the child’s parents is essential to changing difficult behavior. The child is almost certainly exhibiting similar behavior at home. Mother and fathers themselves may be worried or frustrated.</div>
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17. Establish a “safe” place in the classroom where the child can collect himself.</div>
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18. Violent behavior is often linked to a psychiatric diagnosis (e.g., bipolar disorder, oppositional defiant disorder, ADHD, Tourette Syndrome, Asperger’s disorder, depression). Work with the moms and dads and school psychologist to identify the cause as well as triggers for the behavior, and to determine if a more thorough psychiatric evaluation is warranted. </div>
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19. Foster values of empathy, caring, respect, self-awareness, and self-restraint.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" style="text-align: left;" target="_blank"><b><span style="color: black;">==> </span>Parenting and Teaching Children and Teens with Oppositional Defiant Disorder</b></a></div>
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20. Give students a common language with which to express their feelings and communicate with peers and grown-ups.</div>
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21. Have educators introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day.</div>
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22. Help students distinguish between unacceptable behavior and acceptable differences in learning and socialization. </div>
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23. Help the child build communication and self-control skills.</div>
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24. Students usually have a pattern of behaviors that express their growing frustration (e.g., clenching their fists, jiggling their leg, or making sounds of exasperation). These clue the teacher as to when to intervene. </div>
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25. Identify the underlying impetus of the behavior. Determine why the child resorts to violence or aggression in the first place. Ultimately the behavior is accomplishing what the child wants—or feels he wants—and it is important to know why. </div>
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26. Implement a school-wide approach to build positive behavior skills for all children.</div>
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27. In some cases, the best approach may be to keep the child away from those situations that prove especially difficult.</div>
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28. In the beginning of the school year, school staff may need to intervene quite a bit, but the eventual objective is to enable the child to manage his reactions himself.</div>
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29. Know that the parents of the child in question may need to adjust some of their own behavior or approach to the problem and may feel they are being judged. So be sensitive to this possibility.</div>
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30. Lay out an action plan for students to help themselves and each other behave appropriately.</div>
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31. Maintain open communication with moms and dads and determine how they prefer to be contacted if their child is having difficulty (e.g., a phone call, note home, or e-mail).</div>
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32. Model the skills you want the students to learn.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" style="text-align: left;" target="_blank"><b><span style="color: black;">==> </span>Parenting and Teaching Children and Teens with Oppositional Defiant Disorder</b></a></div>
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33. Provide a universal language or set of steps to facilitate learning desired behaviors.</div>
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34. Provide students the natural opportunity to learn and practice alternative skills under a variety of daily circumstances.</div>
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35. Provide support staff, including playground aides, lunchroom monitors, and bus drivers, with advice on how to deal effectively with the child.</div>
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36. Put the aggressive child’s need for more intensive interventions within the positive context of learning something everyone else is learning.</div>
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37. Reach out to moms and dads. Invite them to let you know if they are concerned about behavior problems at home. Offer to be a resource.</div>
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38. Reinforce behavior values and desired skills throughout the building by using bulletin boards, wall charts, morning announcements, etc.</div>
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39. Remember that the cost of prevention strategies is far lower than the cost of remediating or containing far more serious problems down the road.</div>
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40. Show the child that you are an advocate for his success. Students with serious behavior problems may need extra encouragement to feel supported. Begin interactions with the child by acknowledging some strength. Go out of your way to catch him succeeding. </div>
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41. Stay in front of the rages. Everyone is better off if grown-ups can help the child stop the violent behavior before it starts. Not only does this minimize the negative impact on others, it changes the child’s expectation that “losing it” is his only option. </div>
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42. Teach the child to recognize signs that he is getting frustrated and the corresponding feelings and thoughts in order to implement coping strategies before losing control. </div>
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43. Try to spend some time with the child other than in the midst of a crisis.</div>
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44. Work with all of the grown-ups involved - and the child - to determine what approaches are most effective. If applicable, these strategies would be incorporated into the child’s IEP.</div>
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45. You may need to “ignore” certain non-risky behaviors (e.g., walking around in the middle of class) that, when interrupted, set the child off. </div>
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<a href="https://www.onlineparentingcoach.com/2014/12/effective-disciplinary-techniques-for.html" target="_blank"><b><span style="color: black;">==> </span>Parenting and Teaching Children and Teens with Oppositional Defiant Disorder</b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-30223941995970252682010-10-11T14:17:00.001-04:002019-06-19T10:51:43.580-04:0011 Tips for Managing Difficult Students<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Anyone who has worked in the classroom for any period of time has experienced a difficult child that has challenged them.</b></div>
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The challenge could be a direct threat, a questioning of authority, even an attempt at turning the children against the teacher. These moments can be very discouraging, disempowering, and even humiliating if you don't have a plan for dealing with these challenging children and situations.</div>
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<i>Here are 11 easy tips to help you deal effectively with these situations in a respectful and immediate manner so you can continue with your instruction:</i></div>
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1. Try very hard not to hold grudges. Your children are very forgiving and will often come back the next acting as if you'd never feuded. Take them up on that opportunity and leave yesterday's baggage behind.</div>
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2. Take a deep breath. Remember, it's not personal. That challenging student would be showing this behavior to any teacher in front of the classroom. You just happen to the be lucky recipient. A deep breath can help you subdue your ego just enough to deal with the situation in a less emotional manner.</div>
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3. Send the difficult child to another classroom. Too many educators use the office as their main form of discipline. This is a self-defeating tool. Children will learn that if they want to get out of your class, they can just act out and you'll oblige them by sending them out! Instead, form alliances with nearby educators. When you are having difficulty with a student, tell them to go to that teacher's class. I recommend they stay there for the duration of your class. The next day, act as if nothing happened. Move forward.</div>
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4. Repeat your directions (while maintaining eye contact). This will allow the difficult child another chance at complying with your request.</div>
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5. Maintain eye contact with the student presenting the challenge. Occasionally this requires you to move in order to meet this child's eyes. </div>
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6. Joke with your children. Laughter helps the brain grow and stimulates learning. Take the chance to share a laugh with your children whenever possible.</div>
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7. Implement a positive-reinforcement behavior management system and reinforce appropriate behavior often. Reward for good behavior, ignore (if possible) bad behavior.</div>
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8. Explain the consequences for a child's immediate behavior. Use "if...then" statements to explain what will happen. Follow through with your consequences.</div>
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9. Establish and post your classroom rules. Teach the children exactly what you expect and remind them of your expectations before problems arise.</div>
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10. Avoid arguing. Many of these challenging children are all too used to arguments. That is the style of communication they hear most often at home. Don't feed into the argument. State your request calmly. Ask if he or she understood your request. And state, "This is not a discussion." </div>
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11. Allow children a choice. "You can sit down, or you can sit out of recess."</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Parenting Children with ODD</b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-70153087363716710802010-09-17T10:22:00.000-04:002019-06-19T10:51:06.374-04:00Teaching Students with Conduct Disorder<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL8uW4_0XQZf1PCLPNAZH7M7roXEdQUzjvdgXkgunhnpws6yHNj04tQMmfYjoAgkqic-4rsIXDsmtNbLJL7q41Dbqg4TAfgUVIqjzfn6bge1lrZz5fYZznQ68NN3wf396WHbXp8Tfk2-A3/s1600/teaching+students+with+conduct+disorder.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL8uW4_0XQZf1PCLPNAZH7M7roXEdQUzjvdgXkgunhnpws6yHNj04tQMmfYjoAgkqic-4rsIXDsmtNbLJL7q41Dbqg4TAfgUVIqjzfn6bge1lrZz5fYZznQ68NN3wf396WHbXp8Tfk2-A3/s320/teaching+students+with+conduct+disorder.jpg" /></a></div>
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<b>Kids and teens with conduct disorder are highly visible, demonstrating a complicated group of behavioral and emotional problems. Serious, repetitive, and persistent misbehavior is the essential feature of this disorder.</b></div>
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These behaviors fall into 4 main groups: aggressive behavior toward people or animals, destruction of property, deceitfulness or theft, and serious violations of rules.</div>
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To receive a diagnosis of conduct disorder, a youngster or adolescent must have displayed 3 or more characteristic behaviors in the past 12 months. At least 1 of these behaviors must have been evident during the past 6 months.</div>
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Diagnosing conduct disorder can be a dilemma because kids are constantly changing. This makes it difficult to discern whether the problem is persistent enough to warrant a diagnosis. In some cases, what appears to be conduct disorder may be a problem adjusting to acute or chronic stress. Many kids with conduct disorder also have learning disabilities and about 1/3 are depressed. Many kids stop exhibiting behavior problems when they are treated for depression.</div>
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The U.S. Department of Health and Human Services estimates that between 6 and 16 percent of males and 2 to 9 percent of females under age 18 have conduct disorder that ranges in severity from mild to severe.</div>
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Other serious disorders of childhood and adolescence commonly associated with conduct disorder are attention-deficit/hyperactivity disorder (AD/HD) or oppositional defiant disorder (ODD). The majority of kids and teens with conduct disorder may have lifelong patterns of antisocial behavior and be at higher risk for a mood or anxiety disorder. But for many, the disorder may subside in later adulthood.</div>
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The social context in which a student lives (poverty or a high crime area, for example) may influence what we view as antisocial behavior. In these cases, a diagnosis of conduct disorder can be misapplied to individuals whose behaviors may be protective or exist within the cultural context.</div>
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A youngster with suspected conduct disorder needs to be referred for a mental health assessment. If the symptoms are mild, the student may be able to receive services and remain in the regular school environment. More seriously troubled kids, however, may need more specialized educational environments.</div>
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<b>Symptoms or Behaviors—</b></div>
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• Bullying or threatening classmates and other children</div>
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• Destruction of property</div>
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• Frequent physical fights; use of a weapon</div>
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• History of frequent suspension</div>
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• Little empathy for others and a lack of appropriate feelings of guilt and remorse</div>
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• Low self-esteem masked by bravado</div>
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• Lying to peers or teachers</div>
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• Poor attendance record or chronic truancy</div>
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• Stealing from peers or the school</div>
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<b>Educational Implications—</b></div>
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Children with conduct disorder like to engage in power struggles. They often react badly to direct demands or statements such as: “You need to...” or “You must...” They may consistently challenge class rules, refuse to do assignments, and argue or fight with other children. This behavior can cause significant impairment in both social and academic functioning. They also work best in environments with high staff/student ratios, 1-to-1 situations, or self-contained programs when there is plenty of structure and clearly defined guidelines. Their frequent absences and their refusal to do assignments often leads to academic failure.</div>
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<b>Instructional Strategies and Classroom Accommodations—</b></div>
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• Avoid “infantile” materials to teach basic skills. Materials should be age-appropriate, positive, and relevant to children’ lives.</div>
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• Avoid escalating prompts such as shouting, touching, nagging, or cornering the student.</div>
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• Be aware that adults can unconsciously form and behaviorally express negative impressions of low-performing, uncooperative children. Try to monitor your impressions, keep them as neutral as possible, communicate a positive regard for the children, and give them the benefit of the doubt whenever possible.</div>
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• Consider the use of technology. Children with conduct disorder tend to work well on computers with active programs.</div>
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• Establish clear classroom rules. Rules should be few, fair, clear, displayed, taught, and consistently enforced. Be clear about what is nonnegotiable.</div>
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• Give the student options. Stay away from direct demands or statements such as: “You need to...” or “you must....”</div>
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• Have your children participate in the establishment of rules, routines, schedules, and expectations.</div>
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• Make sure curriculum is at an appropriate level. When work is too hard, children become frustrated. When it is too easy, they become bored. Both reactions lead to problems in the classroom.</div>
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• Maximize the performance of low-performing children through the use of individualized instruction, cues, prompting, the breaking down of academic tasks, debriefing, coaching, and providing positive incentives.</div>
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• Remember that kids with conduct disorder like to argue. Maintain calm, respect, and detachment. Avoid power struggles and don’t argue.</div>
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• Remember that praise is important but needs to be sincere.</div>
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• Structure activities so the student with conduct disorder is not always left out or the last one picked.</div>
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• Children with conduct disorder often do well in programs that allow them to work outside the school setting.</div>
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• Systematically teach social skills including anger management, conflict resolution strategies, and how to be assertive in an appropriate manner. For example, discuss strategies that the children may use to calm themselves when they feel their anger escalating. Do this when the children are calm.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-10814787471663786732010-09-15T13:46:00.001-04:002019-06-19T10:50:48.243-04:00Classroom Management Strategies for Difficult Students<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Surveys of graduates of education schools and colleges indicate that the #1 area of concern of new educators is their feelings of inadequacy in managing classrooms.</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrEF7iYDKueaU2GcrFWQyPx91aohpsEjd3kRwlfZOuvScb0cOooOUfgvJloYb1ymJ0w_UIHEHgaxhgIm-qeBqIlUyBGv_yjP4PBBN2tAUcvRfY1sLr4nmA-_JYZhr8FlqsxmfeX6R33J6c/s1600/teaching+difficult+students.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrEF7iYDKueaU2GcrFWQyPx91aohpsEjd3kRwlfZOuvScb0cOooOUfgvJloYb1ymJ0w_UIHEHgaxhgIm-qeBqIlUyBGv_yjP4PBBN2tAUcvRfY1sLr4nmA-_JYZhr8FlqsxmfeX6R33J6c/s200/teaching+difficult+students.jpg" width="200" /></a>Despite clinical experiences, student teaching, and other observations in classroom settings, this problem has persisted for decades. There is no magic elixir that will confer skill in this area of professional responsibility. We only wish there were.</div>
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Classroom management and management of child conduct are skills that educators acquire and hone over time. These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and courage. </div>
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These skills also require that educators understand in more than one way the psychological and developmental levels of their difficult students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into a classroom setting. The learning curve is steep, indeed.</div>
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As previously mentioned, personal experience and research indicate that many beginning educators have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Classroom educators with many years of experience have contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of difficult students. The following information represents some of the things that good classroom educators do to maintain an atmosphere that enhances learning. It is written in straightforward, non-preachy language, and will not drive you to distraction with its length. I think most students appreciate that. With that in mind, I truly hope this information is useful to you.</div>
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<b>4 Fundamental Factors—</b></div>
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1. Know what you want and what you don't want.</div>
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2. Show and tell your difficult students what you want.</div>
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3. When you get something else, act quickly and appropriately.</div>
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4. When you get what you want, acknowledge (not praise) it.</div>
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<b>ROOM ARRANGEMENT—</b></div>
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While good room arrangement is not a guarantee of good behavior, poor planning in this area can create conditions that lead to problems.</div>
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• The teacher must be able to observe all children at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk.</div>
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• Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible.</div>
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• Difficult students should be able to see the teacher and presentation area without undue turning or movement.</div>
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• Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student reference materials should be readily available.</div>
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• Some degree of decoration will help add to the attractiveness of the room.</div>
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<b>SETTING EXPECTATIONS FOR BEHAVIOR—</b></div>
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• Do not develop classroom rules you are unwilling to enforce.</div>
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• Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly</div>
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• School-Wide Regulations...particularly safety procedures...should be explained carefully.</div>
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• Educators should identify expectations for child behavior and communicate those expectations to difficult students periodically.</div>
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• Because desirable child behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom:</div>
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1. Beginning and ending the period, including attendance procedures and what difficult students may or may not do during these times.</div>
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2. How children are to answer questions - for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher.</div>
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3. Independent group work such as laboratory activities or smaller group projects.</div>
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4. Seatwork</div>
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5. Teacher-Led Instruction</div>
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6. Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment.</div>
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Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior.</div>
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<b>MANAGING STUDENT ACADEMIC WORK—</b></div>
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- The focus is on academic tasks and learning as the central purpose of child effort, rather than on good behavior for its own sake.</div>
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- Difficult students must be held accountable for their work.</div>
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- Effective teacher-led instruction is free of: Ambiguous and vague terms; Unclear sequencing; Interruptions</div>
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<b>MANAGING INAPPROPRIATE BEHAVIOR—</b></div>
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- Address instruction and assignments to challenge academic achievement while continuing to assure individual student success.</div>
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- Effective classroom managers practice skills that minimize misbehavior.</div>
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- Monitor difficult students carefully and frequently so that misbehavior is detected early before it involves many children or becomes a serious disruption.</div>
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- Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed by relatively simple procedures that prevent escalation.</div>
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- Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call excessive attention to the child by practicing the following un-obstructive strategies:</div>
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1. Redirecting the child to appropriate behavior by stating what the child should be doing; citing the applicable procedure or rule. Example: "Please, look at the overhead projector and read the first line with me, I need to see everyone's eyes looking here."</div>
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2. Moving close to the offending child, making eye contact and giving a nonverbal signal to stop the offensive behavior.</div>
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3. More serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of drugs and stealing require direct action according to school board rule.</div>
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4. Calling a child's name or giving a short verbal instruction to stop behavior.</div>
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Assertive Discipline has been used by many schools, and is an effective way to manage behavior. </div>
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<b>PROMOTING APPROPRIATE USE OF CONSEQUENCES—</b></div>
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- Consistency in the application of consequences is the key factor in classroom management.</div>
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- Frequent use of punishment is associated with poor classroom management and generally should be avoided.</div>
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- In classrooms, the most prevalent positive consequences are intrinsic student satisfaction resulting from success, accomplishment, good grades, social approval and recognition.</div>
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- Milder punishments are often as effective as more intense forms and do not arouse as much negative emotion.</div>
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- Misbehavior is less likely to recur if a child makes a commitment to avoid the action and to engage in more desirable alternative behaviors.</div>
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- Children must be aware of the connection between tasks and grades.</div>
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- When used, negative consequences or punishment should be related logically to the misbehavior.</div>
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<b>SOME ESOL PRINCIPLES (A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS)—</b></div>
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- Correct repeated patterns or mistakes.</div>
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- Don't assume they understand something just because it seems simple to you. Simplify, boil down.</div>
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- Even when they have lost their accent, they often misunderstand common words and phrases.</div>
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- Good E.S.O.L. strategies are good teaching strategies.</div>
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- It is easy to misunderstand body language and certain behaviors. For example, eye contact, spitting, chalk eating, etc.</div>
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- They are not stupid and they can hear what is being said.. They just don't necessarily understand the language or culture, yet.</div>
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- They come from a variety of backgrounds, even in the same country. For example schooled, unschooled, Americanized, etc.</div>
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<b>GUIDELINES FOR EFFECTIVE PRAISE—</b></div>
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<i>Effective Praise:</i></div>
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1. Attributes student success to effort and ability, implying that similar successes can be expected in the future.</div>
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2. Encourages difficult students to appreciate their accomplishments for the effort they expend and their personal gratification.</div>
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3. Helps difficult students to better appreciate their thinking, problem-solving and performance.</div>
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4. Is delivered contingently upon student performance of desirable behaviors or genuine accomplishment.</div>
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5. Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility.</div>
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6. Is given for genuine effort, progress, or accomplishment, which is judged according to standards appropriate to individuals.</div>
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7. Provides information to difficult students about their competence or the value of their accomplishments.</div>
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8. Specifies the praiseworthy aspects of the child's accomplishments.</div>
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<i>Ineffective Praise:</i></div>
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1. Attributes student success to ability alone or to external factors such as luck or easy task.</div>
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2. Encourages difficult students to succeed for external reasons -- to please the teacher, win a competition or reward, etc.</div>
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3. Is delivered randomly and indiscriminately without specific attention to genuine accomplishment.</div>
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4. Is expressed blandly without feeling or animation, and relying on stock, perfunctory phrases.</div>
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5. Is general or global, not specifying the success.</div>
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6. Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual.</div>
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7. Orients difficult students toward comparing themselves with others.</div>
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8. Provides no meaningful information to the children about their accomplishments.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-56713773566606612582010-08-22T13:43:00.002-04:002019-06-18T10:22:30.648-04:00Teaching Difficult Students with Aspergers<div dir="ltr" style="text-align: left;" trbidi="on">
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Having spent nearly 20 years working with adolescent students who had emotional and /or behavioral disorders, some of the most complex students I worked with were those who had Aspergers. </div>
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Aspergers is a neurobiological disorder which is part of the autism spectrum. Most kids and adolescents who are diagnosed with Aspergers are usually very verbal and demonstrate average to above-average IQs. </div>
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Aspergers is diagnosed through examining atypical patterns of behavior, activities and interests. Aspergers may affect behavior, senses, and vision and hearing systems. Often kids and adolescents with Aspergers fixate on a single subject or activity (e.g., a youngster may only want to learn about trains). </div>
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Students with Aspergers have extreme difficulty with breaks in routine and transitions. They also have very poor social interactions. Most kids and adolescents with Aspergers with demonstrate repetitive movements and sensitivity to light, sound smell and/or touch. </div>
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Until recently, it is believed Aspergers was under-diagnosed. This is because many professionals and adults learned to compensate for Aspergers and used their fixations to their advantage. </div>
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In a classroom setting, Aspergers may manifest in behaviors which include, but are not limited to:</div>
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• Average to excellent memorization skills - may excel in areas such as math or spelling </div>
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• Clumsy walk </div>
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• Conversations and activities only center around themselves </div>
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• Inability to usually socially appropriate tone and/or volume of speech </div>
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• Lack of common sense and/or “street smarts”</div>
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• Lack of empathy for others </div>
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• Lack of facial expressions </div>
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• May be teased, bullied or isolated by peers </div>
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• Often very verbal </div>
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• Poor eye contact </div>
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• Talking about only one subject/topic and missing the cues that others are bored </div>
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If you have a student in class who has Aspergers, here are some ideas for assisting them:</div>
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• Develop a structured classroom with routines - write down the daily routine for the student </div>
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• Give the student an outlet for their fixation - For example: if a student finishes and assignment you require for class, allow them to turn work on the topic of their choice for extra credit. </div>
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• If/When the student becomes overwhelmed with frustration and experiences a "meltdown", remain calm and use a normal tone of voice to help the student deal with the stress </div>
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• Teach appropriate social interactions. Show the student how their words and actions impact others </div>
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• Team with moms/dads and other professionals to develop strategies </div>
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• Work with other students to develop an environment of tolerance and acceptance for the student with Aspergers </div>
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Frustration is a concern for all adolescents, but is multiplied in students experiencing Aspergers. It may be helpful, to get permission to speak with any mental health practitioners who are involved with the youngster. These professionals can help you gain a better understanding of the disorder, and work with you to develop effective interventions for the student in you classroom. </div>
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Work with them and families to learn the warning signs that a student is being overcome with frustration and about to experience a "melt down". In turn, you provide to the mental health professional beneficial insight into how the youngster acts in and academic setting, which can help the professional treat the youngster in a more holistic manner.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-84486729982438062072010-07-09T14:02:00.001-04:002019-06-17T08:49:38.705-04:00ODD Child Occupies All Of Mother's Time<div dir="ltr" style="text-align: left;" trbidi="on">
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Parent/Teacher Name = Mommy of a ODD/ADHD child...</div>
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DifficultStudents.com: Comments/Questions = How do I balance my time that my 3 year old needs with house cleaning and personal care (which I don't have much time for). I have to attend to him 24-7. My husband works long hours so it is just me take care of him. Please help!</div>
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Answer = </div>
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Many parents with young kids can testify to the fact that it is hard to get anything accomplished with a three-year-old at their feet. A toddler requires nearly constant supervision, instant results to his every need and desire, and undivided attention whenever his little heart pleases.</div>
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The average attention span for a three-year-old is about 8 minutes. Unfortunately, this doesn't give nearly enough time for the parent to even begin to start on a task before the toddler is once again whining at her feet. </div>
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Tips to Increase a Youngster's Attention Span—</div>
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The first step to getting a youngster to focus for longer periods is through practice. One of the best ways to do this is through reading books to the youngster. Many kids will find it difficult to sit quietly through a story and each time they do so, their ability to focus if honed and developed.</div>
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One of the most crucial steps to increased attention span is to turn off the television. Young kids who spend too much time in front of the TV are more prone to ADHD and ADD once they are school aged. The American Academy of Pediatrics recommends no TV for kids younger than 2. In many households this is difficult if not an impossibility, especially when there are older kids who have the TV turned on. It may be more realistic to advise limiting the amount of time spent in front of the television to under 2 hours a day.</div>
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Preparing Fun Activities for Busy Times—</div>
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One of the key strategies to success when trying to occupy a youngster is preparation. Instead of grabbing a piece of paper and some crayons, perhaps one could have a craft station set aside for the youngster. Have an area specifically designated to arts and crafts, organized in easily identifiable baskets or trays. This will ensure a quick "out" when the phone is ringing and an instant solution is needed.</div>
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Prepare different bins filled with items that the youngster finds interesting. Perhaps one could hold different stacking toys or even simple plastic containers and lids. Another could be filled with magazine pictures and scissors. This way when the parent is unable to stop her current task, she can pull out a bin in mere seconds and finish what she was doing.</div>
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Spending Quality Time—</div>
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Obviously one of the greatest needs a youngster has is love and attention. Often, they misbehave simply in an attempt to gain their parents' focus. Therefore, the most successful tool a parent or caregiver has is to sit down each day and interact with the youngster.</div>
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Instead of giving them an activity and walking away, parents could color with them; using the opportunity to teach them about shapes and colors. Sometimes it is as simple as getting down on the floor and playing with their favorite car or doll collection. Usually if a youngster receives even just twenty minutes of an adult’s time, she is content to play on her own for a while.</div>
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Entertaining a Toddler—</div>
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Toddlers have an uncanny ability to require all a parent has to offer them and it can be overwhelming. However, following simple steps to increase their attention span, be prepared, and spending one-on-one time with them each day can help develop kid's growing sense of independence, leaving parents with a little more precious time on their hands.</div>
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How long can your youngster pay attention to one activity? </div>
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This usually depends on their developmental age. If you have unrealistic expectations of your youngster's attention span, it can often lead to temper tantrums and other upsetting behavior. Keep in mind that whether or not your youngster likes the actual activity, or is sick, tired, or hungry can affect his/her attention span. Here are some guidelines to help you understand the typical lengths of attending behaviors in young kids:</div>
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• Ages 8 months - 15 months—Any new activity or event will distract your youngster, but they can usually attend for one minute or a little longer to a single toy or activity.</div>
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• Ages 16 months - 19 months—Your youngster might be restless, but is able to sustain attention to one structured activity for 2-3 minutes. Your youngster might not be able to tolerate verbal or visual interference.</div>
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• Ages 20 month - 24 months—Your youngster is still easily distracted by sounds, but can stay attentive to an activity either with or without an adult for 3-6 minutes.</div>
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• Age 25 - 36 months—Your youngster can generally pay attention to a toy or other activity for 5-8 minutes. In addition, he/she can shift attention from an adult speaking to him/her and then back to what he/she was doing if he/she is prompted to focus her attention.</div>
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• Ages 3 - 4 years—Your youngster can usually attend to an activity for 8-10 minutes, and then alternate his/her total attention between the adult talking to him/her and the activity he/she is doing independently.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Help for Parents/Teachers with ODD Children/Students</b></a></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-size: x-small;">*ODD Support Group for Parents/Teachers</span><b> </b></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-91704232476081129972010-07-01T08:52:00.000-04:002019-06-16T10:47:08.455-04:00Providing Structure for Oppositional Defiant Children<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Question</b></div>
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They keep saying to establish structure in the home but what does that mean? We have a routine and schedule …what structure are they talking about?</div>
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Oppositional defiant kids need structure and moms and dads need to provide it. It's amazing to me the number of moms and dads who give their kids an allowance without demanding anything in return from their kids. </div>
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I always suggest that moms and dads set up a behavior chart providing their kids with responsibilities. I have the moms and dads put a monetary value on each daily item on the chart. At first, I suggest that the chart be rather short. I have the moms and dads and youngster focus on 4 or 5 areas that need improvement. Each night after dinner, I suggest that the moms and dads review the chart with their youngster. Areas accomplished successfully should be checked off on the chart and rewarded with tokens. </div>
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At the end of the week, assuming the youngster has accomplished some tasks, he will get his allowance based upon tasks completed. If the youngster saves the money, I recommend the moms and dads provide their youngster with a 10% monetary bonus. If a youngster displays negative behavior such as prolonged temper tantrums, disrespect toward others or fits of anger, negative consequences should be implemented. For negative consequences, focus on items that your youngster values the most and remove privileges for a reasonable amount of time.</div>
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Kids are not usually amenable to being lectured, given moral injunctions, or being coerced into handling responsibilities. A critical issue with parenting is creating a sense of involvement. In this era, a parent must have established a positive relationship with a youngster before being able to promote understanding of the responsibilities the youngster must accomplish. A style of relating based upon mutual respect, encouragement and coaching is essential. Moms and dads need to listen to their kids and give them feedback about different ways of viewing problems and issues.</div>
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It is important as a parent that you are consistent in administering a behavioral consequence system. If you can't be consistent, then don't implement a system. It is important that you use the behavioral consequence system as a way of removing yourself from power struggles with your kids. Moms and dads make a major mistake in over explaining themselves to their kids. If you have a rule or consequence, it needs to be enforced, not explained. Moms and dads who try to justify their rules to their kids weaken their parental role. </div>
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Moms and dads somehow believe that their kids will not love them if they assert themselves with guidelines for behavior. This is nonsense. Love has nothing to do with it. Kids do not respect a parent who does not set up appropriate boundaries for their conduct. Providing behavioral structure for your kids is a combination of building respect, establishing rules for behavior and developing responsibility in kids.</div>
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Here are some guidelines to follow:</div>
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1. A defiant and rebellious youngster needs structure. In the beginning of the day, let them know what the schedule is for the day and stick to it as much as possible. When they know what to expect, they know what you expect and it is easier for them to comply.</div>
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2. Choose your battles! Know your youngster and know what things drive them. Don't feel like if you let them get away with this or that that they'll feel like they can get away with everything. They really won't and they will look forward to doing the things that they weren't allowed to do last week as long as it is not destructive or hurting anyone of course. Sometimes as moms and dads, we have to learn to let go a little in order to have a little peace and let your youngster grow up a bit.</div>
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3. Do not argue or fight with your youngster. Do not stoop to their level. You are the parent! You are the mature one and need to keep your cool. I KNOW it's sooo hard. I've been there and still going through but I also know what works from much experience. I've read all the books on dealing with defiant kids and the example of kids in those books do not even hold a candle to my youngster.</div>
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4. Engage in some positive activities with your youngster for at least 30 minutes a day. Start forming a positive relationship of love and respect with your youngster. If they like to draw, draw with them and compliment their work. If they like to play sport, pitch some baseballs to them or shoot some hoops and encourage them with words of affirmation. If they like to play house, you be the youngster and let them be the parent (it can be very funny and a lot of Fun). Whatever it is that they like to do or are good at, do it with them and compliment and affirm them. This will show your youngster that you are interested in who they are and what they like.</div>
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5. Have a fabulous rewards system. Whether it's a daily thing or you put up a sticker chart. Have something that the youngster can see that displays how well they are behaving and let them know what the rewards are for good behavior. Rewards can be taking them to the corner store to pick out a snack, to a new toy or a trip to the Zoo.</div>
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6. Let your youngster engage in activities with you. Whether it’s raking the lawn, making dinner, or folding the laundry, let them engage with you.</div>
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7. Most defiant and rebellious kids have a problem with wanting attention. You may think that they get most of your attention because you are on them all the time for their poor behavior but the truth is, is that is what they want and need if they are ever going to change.</div>
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8. Take an evaluation of your youngster. When he/she has an episode of defiance or rebellion, are there any typical events that surround those situations? Did your youngster get a good night’s sleep? Did he/she eat a certain type of food i.e., sugar, food with red dye, caffeine? Did he/she get left out in a group of friends? Did they spend some time at a friend or relatives house recently? Try and think of the events that lead up to this behavior, write it down and see if you can make any connections. </div>
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Once you have taken the evaluation, make any adjustments that you think might help. It may be taking a certain food out of the home. Maybe getting them to bed earlier or giving them a nap. Maybe not allowing them to play with a certain friend. It maybe not giving them their Flintstone vitamin or cutting off the caffeine or sugar. It also may be not allowing them to watch a certain show on TV or playing a particular video game. VERY IMPORTANT... change will NOT happen overnight. Once you make an adjustment, stick with for at least 2 weeks to see the effects of it. DO NOT GIVE IN no matter what.</div>
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9. Try to adjust your discipline techniques. Instead of spankings, take a toy away, don't let them watch TV, or make them do a household chore. Try time outs in a different way. Don't stick them in their room. Try putting them in a corner, facing the corner and stand there the whole time that they need to be there. If your youngster is defiant, they most assuredly will not just stand there if you just tell them to. You need to be there the whole time to enforce it. KEEP AT IT. DO NOT GIVE UP. Even if it takes you 45 minutes to stand there, facing the corner for 5, do it until it's completed. Show them that you will not back down and that you are the one in charge and in control. I've found that with defiant kids, they do not respond to spankings. I would use that as a last resort if you are a spanker ... but if you're reading this article, I just have to ask... "How's that workin’ for ya?"</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Parenting/Teaching Children with Oppositional Defiance</b></a></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-size: x-small;">*ODD Support Group for Parents/Teachers</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-70000550282824271752010-06-28T10:42:00.002-04:002019-06-15T10:57:36.089-04:00How common do ODD teens change their behavior when around others?<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Question from Samantha</b></div>
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My 15 yr old son has ADHD & ODD… high anxiety, has controlled his urge to pull out strands of hair eyebrows and eyelashes... had him in good therapy group since he was five... past 11 yrs taken its toll on family... however when son visits my brothers (his uncles)he suppresses his odd urges, yet at home he is a monster… he happens be 2 ft taller than me as well as 200 pounds …what we’ve come to call his "bulling" for hours on end... how common do ODD teens change their behavior when around others.</div>
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The symptoms of ODD are usually seen in multiple settings, but are usually more noticeable at home or at school. So it’s not too surprising that an ODD youngster does not “act-out” everywhere he/she goes.</div>
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A youngster with ODD can be very difficult for moms and dads. Parents need support and understanding – and can help their youngster in the following ways:</div>
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• Always build on the positives, give the youngster praise and positive reinforcement when he shows flexibility or cooperation.</div>
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• Maintain interests other than your youngster with ODD, so that managing your youngster doesn’t take all your time and energy. Try to work with and obtain support from the other adults (teachers, coaches, and spouse) dealing with your youngster.</div>
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• Manage your own stress with healthy life choices such as exercise and relaxation. Use respite care and other breaks as needed</div>
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• Pick your battles. Since the youngster with ODD has trouble avoiding power struggles, prioritize the things you want your youngster to do. If you give your youngster a time-out in his room for misbehavior, don’t add time for arguing. Say “your time will start when you go to your room.”</div>
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• Set up reasonable, age appropriate limits with consequences that can be enforced consistently.</div>
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• Take a time-out or break if you are about to make the conflict with your youngster worse, not better. </div>
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This is good modeling for your youngster. Support your youngster if he decides to take a time-out to prevent overreacting.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Help for Parents with ODD Children</b></a><br />
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<span style="font-size: x-small;">* ODD Support Group for Parents and Teachers</span><b> </b></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-37863856641690738542010-05-27T14:30:00.004-04:002019-06-13T10:01:45.626-04:00Teaching the Student with Oppositional Defiant Disorder (ODD)<div dir="ltr" style="text-align: left;" trbidi="on">
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This website covers the "tough topic" of teaching students with Oppositional Defiant Disorder (ODD), which includes a diverse population of children that pose a problem of some sort. While many aspects of annoying children deserve attention, we focus on three archetypal cases to represent the behavioral spectrum of the so-called "ODD student." Specifically, our cases include the following:</div>
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<i>1. The hostile, aggressive, angry student</i></div>
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<i>2. The excuse-making student</i></div>
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<i>3. The silent, non-participating student</i></div>
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<b>ODD Student #1: The Hostile Child—</b></div>
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Case Study: Allan shows up to class every day on time, and is apparently intelligent and well-versed in the scientific background of the class. But during class, Allan attacks your position and point of view, and doesn't respect other children' opinions, dismissing them without due consideration. He disagrees with your grading of tests and homework, saying that he deserves a better grade. His criticisms towards you and the other children are personally directed and seemingly unconnected with the material you are covering. Sometimes he mutters something non-verbal under his breath, and this disconcerts the surrounding children.</div>
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Solutions: The common thread running through the literature about disgruntled, unhappy, angry children is this: communication. Most of the time, these children simply feel that they are not being heard, being listened to. Giving them a forum, whether during class or in private during office hours, generally resolves whatever conflict is happening within the angry child. The first instinct of the teacher might be to simply ignore them, and while this approach may avoid a public confrontation, it probably won't solve the underlying problem and allow the child to learn the material (McKeachie 1999).</div>
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But communication, through the use of journals, minute papers, and other student writings can give you a clue as to the cause of the student's anger. If the class doesn't lend itself to such writings, a direct conversation with the student may reveal something. Listening carefully and respecting the child's opinion is crucial; giving him a voice and an opportunity to present his argument will bring everything into the open, and allow you respond calmly and rationally to his complaints (Downs 1999).</div>
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Angry and aggressive children can fall into many categories, including: a) children who violate rules, b) children who have given up, c) children who are manipulative or have a hidden agenda, d) children who don't communicate, e) children who are "at risk," or are being exposed to a dangerous environment, and f) children who push your buttons (Kotler, 1997). And criticism from such a child can seem unwarranted and vicious, especially if it a) is uninvited, b) focuses on an aspect of the talk that seems irrelevant, c) is completely negative, d) has no suggestions for improvement, e) is shrill or sarcastic, and f) is accompanied by attributions such as personality flaws, like "lazy" or "stupid" (Raths, 1986).</div>
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But there are solutions. Heslet (1977) proposes that the underlying problem is an inability to recognize different learning styles. He makes a distinction between modes of "linear" and "organic" learning, which roughly correspond to a "passive" and "active" approach to classroom methods. The linear method, preferred by most teachers, is entirely directed by the teacher, and does little to motivate the child. The organic method takes advantage of the children' natural curiosity, and puts more power in the hands of the student, giving him both freedom and a forum to express his opinions.</div>
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A more systematic approach is taken by Downs (1992), who proposes several "steps towards harmony" for dealing with angry and oppositional children. The first step acknowledges the fact that some conflicts can arise from the teacher - if the teacher is incorrect or unclear or unjust, and then steps must be taken to rectify the problem. Communication in a private setting is the next logical option, as described above: calm, rational discussion is crucial. Finding a common ground is another good idea - by relating to the child you provide attention to a student who is starved for it, and you also model a professional, courteous attitude for the student to adopt. You can also try a cooperative group activity that encourages social skills, and by laying down guidelines for social interaction you can encourage a respect for other peoples' beliefs. If your child is particularly argumentative, you must try to remain impartial, not taking attacks personally or becoming defensive. Talking with your fellow educators and colleagues can help you brainstorm a solution to the conflict. If the class material is appropriate, you can include problem-solving and conflict-resolution activities into your lectures and discussions. As a last resort, Downs recommends a direct confrontation with the child, giving both teacher and student a chance to voice their concerns. Again, self-control, mutual respect, and diplomacy are crucial.</div>
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McKeachie (1999) offers some more alternatives. In particular, if the issue in contention is controversial and worthy of class discussion, presenting the issue to the class can lead to a broader perspective for all involved. Listing the pros and cons without value judgments on the chalkboard can bring out the underlying issues. And if you think there is a chance that the angry child is in fact correct, you can table the issue that day, then report on it again in the next class. </div>
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Of course, preventative measures are preferable to reactive, after-the-fact solutions. Aside from the obvious advice of maintaining an atmosphere of respect for everyone's opinions from the very start, there's not much advice for preventing hostile children from expressing themselves. In terms of disputing tests, the best method seems to be requiring a written explanation of why the child's answer is superior to the "right" answer. This technique eliminates the half-hearted grade-grubbers while giving the truly motivated, intelligent, and sometimes belligerent children an opportunity to explore the question in depth. Multiple choice questions should be given with the direction of "Choose the BEST answer" to avoid situations where a question could be answered differently under rare (or impossible) circumstances. Asking another faculty member can give you an impartial judgment to help you decide.</div>
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<b>ODD Student #2: The Excuse-Making Child—</b></div>
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Case Study: Julie is a senior who needs to complete only 9 more hours until she can graduate. She is a relatively good student, often making B’s in her courses. She almost always comes to your class and seems to be attentive. She will occasionally enter into the discussion, and seems to grasp the concepts. Julie, however, is often late turning in assignments. She will frequently e-mail you with a reason why her assignment was late. They are often very detailed excuses, including much personal information. For example, when Julie turned in her Reaction Paper a day late, she e-mailed you to say that her cat had died, and she needed to help take the body to the vet. She asked that her paper be accepted and not counted as late, because she couldn’t have foreseen this tragedy. </div>
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If this had been the first excuse, it might be easier to believe. Unfortunately, Julie has had bad luck all semester. She had also emailed you the day of the test to ask if she could take the test a day late. Her mother was having surgery in Dallas and she needed to be there. Individually, these excuses seem valid, but as a whole, they become hard-to-believe. What should you, as the teacher, say to Julie regarding her requests to accept her late papers and tests? What can you do at the beginning of the semester to prevent these situations?</div>
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Solutions: There are several issues to consider when dealing with the child who makes excuses. First, the key reason why children make excuses is because they are not able to meet the deadline for either a test or an assignment. Most often, the student did not prepare well enough ahead of time to meet the deadline or the task was more difficult than they predicted. Although these children are the minority in the classroom, teachers can spend a substantial amount of time wading through the emails, voice mails, and office visits of a few children’ requests for extensions and acceptances. Sometimes, children experience a crisis that requires them to miss a deadline. As mentioned in McKeachie (1999), it is better to accept an untrue excuse than reject a legitimate one and be seen as unfair. It is also important to be flexible (Downs-Lombardi, 1996). If the goals of the course are being met, flexibility can help children deal with juggling class assignments and emergencies. </div>
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However, an teacher does not want to be known as gullible. McKeachie (1999) suggests that you state in your syllabus that you will require evidence supporting extensions. This will mean, however, that the teacher will have to follow through and require the evidence. That may sometimes seem heavy-handed to milder teachers. It may also mean keeping track of which children require which documentation. </div>
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Most of the literature agrees that the best solution for dealing with children with excuses is to build in safeguards ahead of time, via the syllabus. For excuses related to late papers, McKeachie (1999) suggests one possibility is to build in a series of graded penalties, based on how late a paper is (e.g., 5 points will be deducted for each day the paper is late). Alternatively, one could offer bonus points for turning in a paper on time. Therefore, all papers are accepted, but because it would be unfair to those who did not have extra time, there is a penalty. The child’s “need” for excuses is reduced because the paper will still be accepted. </div>
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Another solution for child excuses is to require children to turn in earlier stages of the assignment (McKeachie, 1999). This helps the student who makes excuses because he or she is not prepared well enough ahead of time. By requiring a reference section, outline, or early draft a week or two before the final paper, children are forced to plan ahead. </div>
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For excuses related to missed tests, there are many options for how such policies can be described in the syllabus. In an interview on ODD children, Dr. Ann Repp said that her policy was to give tests late only if she had been notified beforehand. Otherwise, the child would get a zero for the test. Her experience has shown that children who take the test late do not do better than those who take it on time. Others (Dr. Rebecca Bigler, interview; Whitford, 1992) offer an essay only make-up exam to those children who notify them beforehand. Because children consider the test difficult, only those that must tend to miss exams. However, test scores confirm that both original tests and essay make-up exams are comparably difficult. </div>
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Another option for dealing with children who must miss a test is to offer an optional, cumulative final. All children who miss a regular test, regardless of the reason, must take the final (the final is also an option for those children just wanting to improve their grades). This option reduces children’ excuses because they are irrelevant– a missed test is a missed test. In other words, regardless of the reason, missing a test requires a child to take the final. </div>
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By preparing a thorough syllabus ahead of time, you, as an teacher, will have a set answer for all of Julie’s excuses. For late papers, it may be, “regardless of the reason, all papers will lose 5 points for each day they are late.” For missed tests, it may be, “regardless of the reason, anyone missing a test will need to take the final.” Therefore, although Julie’s emails will still annoy you, your fairness as an teacher will be assured. </div>
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<b>ODD Student #3: The Silent Child—</b></div>
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Case Study: Nancy has never missed class. Although she isn’t one of the best children in class, she does well on all of her assignments and has the potential for getting a C, and maybe a B by the end of the semester. Nancy completed a thoughtful research paper that conveyed a clear passion for her chosen topic and included a note at the end of the last page stating that she really enjoyed the assignment. Nancy appears to be somewhat interested during class and demonstrates sufficient knowledge of the course content in her assignments. However, she hasn’t spoken a word since she introduced herself on the first day of class. She surely has something to add to class discussions and lectures, but only listens attentively and takes notes occasionally. What might be keeping Nancy from speaking in class? If you were Nancy’s teacher, how would you encourage Nancy to speak in class and become an active participant? What methods can be used to get children to share their thoughts and ideas with the class?</div>
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Solutions: When children sit silent in class, a number of different factors could be to blame: boredom and fatigue, frustration with the course, lack of knowledge, a general expectation for and pattern of passivity in classes, cultural norms, and most often, fear of criticism and embarrassment (McKeachie, p. 54). Regardless of the cause of such silence, the primary difficulty in each of these cases is a lack of free communication. </div>
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The specific content and level of difficulty in a course, the composition of children in the classroom itself, and personal characteristics and techniques of the teacher may all affect the occurrence and severity of the problem of silent children, yet every teacher encounters this type of child at some point. </div>
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The majority of suggestions provided in the literature emphasize a proactive approach designed to create a comfortable and stimulating environment from the first day of class that works to encourage active participation Required participation may encourage children to feel more committed to a class, if the requirements are reasonable and relevant to the course (Lacoss & Chylack, 1998). For educators who choose to encourage class participation by grading child participation, it is important to make sure that children understand why participation is important to a course and how it can help them. Providing children with a written rationale, detailed expectations, explicit grading criteria, and a feedback form about their current participation grade along with ways that they could improve participation are all important to making required participation effective (Maznevski, 1996; Barnett, 1996). </div>
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Many of the most common suggestions for creating a classroom environment in which free communication and active participation exists are aimed at making children feel comfortable and safe in the classroom and help to make active participation easier. Learning child’s names and allowing children to get to know one another can reduce student anxiety about being embarrassed or criticized when they participate. Active learning and small group exercises like the clustering technique (Ventis, 1990), Jigsaw, and Fish Bowl may be effective in helping silent children to take part in class discussion. Silent children may also find other avenues for participation (e.g., email or chat room discussion) a good way to be an active participant even if they do not speak during class. </div>
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Another means of encouraging participation is to allow children to consider a provocative question or personal experience, to write down their thoughts, discuss their ideas or responses in pairs or small groups, and then move to a general class discussion. This allows children time to consider questions and issues relevant to discussion, organize their thoughts and ideas, and then share their own ideas based on their writing or those of their group (think-pair-share technique in Kagan, 1994) thus reducing anxiety over criticism directed at their own personal ideas or thoughts. Having student complete a minute paper at the end of class or providing them with a thought question for the upcoming class period can help children to prepare and organize their thoughts for class discussion also. </div>
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Child may also be more apt to participate if the teacher asks questions that do not have a single answer, or asks children to think of personal examples or relevant experiences that they can share. Asking children to raise their hands to survey class opinion is also easier than getting children to speak. Furthermore, when children ask questions in class, it can be helpful for the teacher to turn to the other children in the class for input, as opposed to answering the question themselves. Personal interaction with children and interaction between children in a class can be a tremendous help in making child feel “known” and thus more comfortable in participating. </div>
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By getting to know children and their personal interests and areas of expertise, educators may call on children to participate in class discussions by adding personal knowledge in one of these areas. Adding to discussion with personal expertise avoids the anxiety of participation in discussion of an area that is new or unfamiliar to children who are wary of speaking in class. Emphasizing the value of active learning and participation, particularly the value of learning from other children, can also help with the problem on non-participating children. McKeachie also suggests the following approaches to silent children: smiling to encourage participation, calling children by name, seating children in a circle, requesting child autobiographies to get to know them, problem posting, buzz groups, and student presentations prepared in consultation with the teacher. </div>
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A final approach that may be useful, particularly when 1 or 2 children are silent, yet the majority of the class engages in active participation is to speak to the student(s) directly. Communicating to a child that their input is valuable to you and the rest of the class may also encourage a silent child to participate. Beril Ulku-Steiner at UNC-CH reports that she occasionally uses the following line with persistently, silent children with great success: “Nancy, I enjoy having you in class, but I feel as if you are one of my/our untapped resources. Anything that you might have to share with the class during lectures or discussion is important to the class learning experience so if you ever feel like you can do that I would really appreciate it.”</div>
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In sum, research and suggestions from educators themselves suggest that creating a safe and comfortable classroom environment with expected active participation can come from: </div>
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• speaking with children about their participation and its value</div>
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• making discussion topics relevant </div>
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• learning student’s names and helping them get to know one another</div>
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• grading participation and providing children with feedback for improvement</div>
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• giving children a chance to speak in class, to one another, and via email/classroom sites</div>
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• getting to know children and their interests through direct communication</div>
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• cooperative and active learning activities</div>
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Conclusion:</div>
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The three cases demonstrate the wide range of ODD student types. However, the approaches to defusing these problem children seemingly center communication and organization. Open interaction between child and teacher through formal and informal feedback allows for a dynamic classroom environment that is beneficial to most individuals involved. Keeping in touch with your students is crucial, on several levels: you look for nods of understanding or grimaces of despair, and you listen to the children when they voice their concerns after class or in office hours. Showing that you respect the children and their varied points of view is just enough to resolve most conflicts before they occur. In addition to communication, organization and preparation can help to avoid problematic issues before they begin. Focusing on the syllabus and establishing "rules of engagement" at the beginning of the course sets the standards in the classroom. The combination of an open dialogue and a clear organization can provide the basis for a structured yet changeable classroom that can meet the needs of both teacher and child.</div>
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Each of us has been this kind of child before, frustrated, silent, manipulative, brilliant, totally secure in our previous knowledge… It's just a matter of expanding our perspectives to include all of these mindsets, remembering what we used to be, how we overcame our innocence and our flaws, and helping our children reach the same place.</div>
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<div style="text-align: left;">
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-size: large;"><b>=> My Out-of-Control Child: Parenting/Teaching Children with Oppositional Defiant Disorder</b></span></a></div>
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* ODD Support Group for Parents and Teachers</div>
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<span style="font-size: xx-small;"><b>References</b></span></div>
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<span style="font-size: xx-small;">Aronson, E., Stephan, C., Sikes, J., Blaney, N., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills: Sage.</span></div>
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<span style="font-size: xx-small;">Barnett, M. A. (1996) Encouraging students' participation in discussions. Retrieved on July 6, 2001 from the University of Virginia Teaching Resource Center website: http://minerva.acc.Virginia.EDU:80/trc/Encourage.html.</span></div>
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<span style="font-size: xx-small;">Downs, Judy R. (1992). Dealing with Hostile and Oppositional Students. College Teaching, 40(3), 106-108.</span></div>
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<span style="font-size: xx-small;">Downs-Lombardi, J. (1996). Ten teaching tips for newcomers. College Teaching, 44, 62-64.</span></div>
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<span style="font-size: xx-small;">Fuhrmann, B., & Grasha, A. F. (1983). A Practical Handbook for College Teachers. Boston: Little, Brown and Company.</span></div>
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<span style="font-size: xx-small;">Gallagher, S.A. (1998). The road to critical thinking: The Perry scheme and meaningful differentiation. NASSP Bulletin, 82(595), 12-20.</span></div>
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<span style="font-size: xx-small;">Heslet, Frederick E. (1977). Education Toward Rage. Improving College and University Teaching, 25(1), 55-58.</span></div>
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<span style="font-size: xx-small;">Kagan, S. (1994). Cooperative Learning. San Juan Capistrano, CA : Kagan’s Cooperative Learning.</span></div>
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<span style="font-size: xx-small;">Keeley, S.M., Shemberg, K.M., Cowell, B.S., & Zinnbauer, B.J. (1995). Coping with student resistance to critical thinking: What the psychotherapy literature can tell us. College Teaching, 43(4), 140-145.</span></div>
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<span style="font-size: xx-small;">King, A. (1994). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35.</span></div>
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<span style="font-size: xx-small;">Kloss, R.J. (1994). A nudge is best: Helping students through the Perry scheme of intellectual development. College Teaching, 42(4), 151-158.</span></div>
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<span style="font-size: xx-small;">Kottler, Jeffrey A. (1997). Succeeding with Difficult Students. Thousand Oaks, California: Corwin Press.</span></div>
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<span style="font-size: xx-small;">Lacoss, J. & Chylack, J. (1998). What constitutes a good lecture? Retrieved on July 6, 2001 from the University of Virginia Teaching Resource Center website: http://minerva.acc.Virginia.EDU:80/~trc/glec.htm.</span></div>
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<span style="font-size: xx-small;">Maznevski, M. (1996). Grading class participation. Retrieved on July 6, 2001 from the University of Virginia Teaching Resource Center website: http://minerva.acc.Virginia.EDU:80/~trc/tcgpart.htm. </span></div>
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<span style="font-size: xx-small;">McKeachie, W.J. (1999). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, Tenth Edition. Boston: Houghton Mifflin Company.</span></div>
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<span style="font-size: xx-small;">Moore, W.S. (1994). Student and faculty epistemology in the college classroom: The Perry schema of intellectual and ethical development. In K.W. Prichard and R.M. Sawyer (Eds.) Handbook of College Teaching: Theory and Applications (pp. 45-67). Westport, Connecticut: Greenwood Press.</span></div>
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<span style="font-size: xx-small;">North Seattle Community College. Retrieved on July 6, 2001 from http://nsccux.sccd.ctc.edu~eceprog/bstprac.html.</span></div>
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<span style="font-size: xx-small;">Patrick. T. (1998). Increasing student input in the classroom. College Teaching, 46, 112-114.</span></div>
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<span style="font-size: xx-small;">Perry, W.G. (1981). Cognitive and ethical growth: The making of meaning. In A. Chickering (Ed.), The Modern American College (76-116). San Francisco: Jossey-Bass.</span></div>
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<span style="font-size: xx-small;">Raths, James D. (1986). 9 Rules for Obnoxious Criticism. College Teaching, 34(3), 82.</span></div>
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<span style="font-size: xx-small;">Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice, Second Edition. Needham Heights, MA: Allyn & Bacon.</span></div>
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<span style="font-size: xx-small;">Smyser, B.M. (n.d.). Active and Cooperative Learning. Retrieved July 7, 2001 from WPI Seminar in College Teaching website, http://www.wpi.edu/~isg_501/bridget.html.</span></div>
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<span style="font-size: xx-small;">University of Kansas Center for Teaching Excellence. Retrieved July 6, 2001 from http://eagle.cc.ukans.edu/~cte/Othersites.html.</span></div>
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<span style="font-size: xx-small;">Ventis, D. B. (1990) Writing to Discuss: Use of a Clustering Technique. Teaching of Psychology, 17, (42-43).</span></div>
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<span style="font-size: xx-small;">Whitford, F. W. (1992). Teaching Psychology. Englewood Cliffs, NJ: Prentice Hall, Inc.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-63538557390465743002010-05-07T12:53:00.004-04:002022-04-04T09:58:41.778-04:00How to Provide Structure in the Classroom for Oppositional, Defiant Children<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: medium;">Effectively teaching kids with Oppositional Defiant Disorder [ODD] can be a very exhausting endeavor – if you don’t know how, that is.</span></div>
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Teaching Rule #1: <i><b>ODD Kids Need Rules</b></i><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Y3qd74eawbPKKrvJUVVLLSxkonolQQewuhRJTxzoYN9tXzLZOJQGgmTgnd7H0ZHfEg7XAbkqB8zOjNTKOmz9d3V6QhUYMM6C9lrClyc0CJVFWS4Iv8UvrZ41xEjXtqtJR3pnPPgc2IPu/s1600/difficult+students.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="84" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Y3qd74eawbPKKrvJUVVLLSxkonolQQewuhRJTxzoYN9tXzLZOJQGgmTgnd7H0ZHfEg7XAbkqB8zOjNTKOmz9d3V6QhUYMM6C9lrClyc0CJVFWS4Iv8UvrZ41xEjXtqtJR3pnPPgc2IPu/w128-h84/difficult+students.jpg" width="128" /></a></div></div>
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When designing your classroom rules, keep in mind that your rules must be: </div>
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• Enforceable </div>
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• Comprehensive </div>
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• Clear </div>
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And then comes the most important part... you must be consistent in enforcing them all the time, with every child, using predictable and delineated consequences. </div>
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Some educators suggest writing the class rules with your ODD children, using their input to create "buy-in" and cooperation. Consider the benefits, though, of strong, educator-determined rules that are not viewed as negotiable by the people who must follow them. Weigh the pros and cons before deciding which method to employ. </div>
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State your rules in the positive (no "don'ts") and expect the best from your ODD children. They will rise to the high expectations you set starting from the first minute of the first day of the school year. </div>
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Classroom Rules—</div>
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1. Come to class prepared. </div>
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2. Do your best. </div>
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3. Everyone deserves respect. </div>
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4. Have a winning attitude. </div>
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5. Have fun and learn! </div>
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Variations—</div>
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Some educators like to be more specific in their rules, such as "Hands must be kept to yourself at all times." The most important thing is to spend time before the school year starts determining which rules fit your voice, personality, and objectives.</div>
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How to Create Behavior Contracts for ODD Children—</div>
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Your most difficult students require creative discipline solutions. You know the kids I'm talking about. Every educator has at least one difficult child in her class, a youngster who needs extra structure and incentive to change bad behavior habits. These aren't bad kids, just kids who need a little extra support, structure, and discipline. </div>
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Behavior contracts can help you mold the behavior of these ODD children so that they no longer disrupt learning in your classroom. Thus, you can, slowly but surely, take control and see concrete improvement fast. </div>
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What Is A Behavior Contract?</div>
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A behavior contract is an agreement between the educator, child, and the child's parents that sets limits for child behavior, rewards good choices, and outlines consequences for bad choices. This type of program sends a clear message to the youngster that "This behavior cannot continue. Here is what we need to see from you and here is what you will see in response to your choices in the classroom." </div>
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Step 1 - Customize the Contract—</div>
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First, make a plan for change. Use the Behavior Contract form below as a guide for the meeting you will soon have with the child and his/her parents. Tailor the form to your particular situation, taking into consideration the personality and preferences of the youngster you are helping. </div>
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Step 2 - Set Up a Meeting—</div>
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Next, hold a meeting with the involved parties. Perhaps your school has an assistant principal in charge of discipline; if so, invite this person, too. The child and his/her parents should attend as well. </div>
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Focus on 1-2 particular behaviors that you would like to see change. Don't try to change everything at once. Take baby steps toward major improvement so that it feels more "do-able" to the youngster. Also, the moms and dads will feel less defensive towards you if you make it seem like there's only a little "fine-tuning" to be done. Make it clear that you called this meeting because you care about this youngster and want to see him/her improve in school this year. Emphasize that the parent, child, and educator are all part of the same team. Convey that "I can't do it without you. We're all in this together." </div>
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Step 3 - Communicate the Consequences—</div>
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Define the tracking method to be used on a daily basis for monitoring child behavior. Describe the rewards and consequences that correlate with behavior choices. Be very specific and clear in this area. Use quantitative numbers wherever possible. Involve the moms and dads in providing the rewards and consequences, taking much of the pressure of enforcement out of your hands. Constant school-to-home communication will go a long way towards significant progress with this youngster. Make sure that the chosen consequences are truly important to this particular youngster; you can even ask the youngster for input which will make him/her buy into the process even further. Have all involved parties sign the agreement and end the meeting on a positive note. </div>
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Step 4 - Schedule a Follow-Up Meeting—</div>
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Schedule a follow-up meeting to discuss progress and make adjustments to the plan as needed. The follow-up meeting should be in 2-6 weeks, depending upon your assessment of the situation. Let the youngster know that the group will be meeting again soon to discuss progress. </div>
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Step 5 - Be Consistent In the Classroom—</div>
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In the meantime, be very consistent with this youngster in the classroom. Stick to the wording of the behavior contract agreement to a "t." When the youngster makes good behavior choices – heap sincere praise upon him/her. When the youngster makes not so good choices, do not be apologetic; if needed, pull out the contract and review the terms that were agreed upon. Emphasize the positives that come along with good behavior choices and help the youngster to get used to new habits of good behavior. </div>
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Step 6 - Be Patient and Trust the Plan—</div>
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Most of all, be patient. Do not give up on this youngster. While you may feel like pulling your hair out right now, as you see the youngster grow and develop, you may find this relationship to be one of the most rewarding of your teaching career. Such kids often need extra love and positive attention, so don't let your frustrations get the best of you. </div>
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You might be surprised at the huge feeling of relief that all involved parties feel just by having an agreed-upon plan. Now that you all know how to proceed, a happy ending is in sight. Use your educator's intuition to start yourself on a more peaceful and productive path with this youngster.</div>
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Sample Behavior Contract for Improving a Difficult Student's Behavior—</div>
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Some ODD children require additional structure and support. Here’s a sample contract to get you started:</div>
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Student Name: ________________________</div>
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Date: _________________________</div>
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Room: _________________________ </div>
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[Student name] will demonstrate good behaviors each day at school. </div>
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[Student name] is expected to follow the educator's directions the first time she asks him to do something. He/she is expected to do so promptly and with a good attitude. Each time that [Student name] does not meet these expectations, he/she will receive a tally mark for the day on the tracking sheet. These tally marks will determine the rewards and consequences that [Student name] receives, as shown below. </div>
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• Zero tallies in one day = A chance to roll the die after school for one of the rewards listed below</div>
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• One tally in one day = Does not get a chance to roll the die that day</div>
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• Two or more tallies in one day = Loss of recess the next day and/or other consequences as determined by Mrs. Smith</div>
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Number rolled on a die:</div>
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1 = One table point for his table</div>
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2 = One raffle ticket for monthly class drawing</div>
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3 = One piece of candy</div>
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4 = Gets to be first in line for the next school day</div>
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5 = Gets to help educator after school that afternoon</div>
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6 = Five marbles for the class marble jar </div>
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We agree to the terms of this behavior contract as set forth above. </div>
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___________________</div>
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[Educator Signature] </div>
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___________________</div>
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[Parent Signature] </div>
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___________________</div>
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[Student Signature]</div>
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<div style="text-align: left;">
<span style="font-size: small;"><a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-size: medium;"><b>==> My Out-of-Control Child: Parenting/Teaching Children with Oppositional Defiant Disorder</b></span></a></span></div>
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* ODD Support Group for Parents and Teachers</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-71877553679977282092010-04-30T15:13:00.001-04:002019-06-11T10:01:50.490-04:00Dealing with Angry Teenage Students<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_XxAe33uZs7zMMfZ5aMYIqap-RCq1rdMhg-WmFpqYsLbIVuZPsoGD5bDyrnG3DzWEYtJVd6mnJClR4gDIpUKsEqf7WuZUzHscoxsOxz8VZqTBk5nXTQwkgMfjiZ3y0w_pro-us9Xz3ALP/s1600/angry+students.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_XxAe33uZs7zMMfZ5aMYIqap-RCq1rdMhg-WmFpqYsLbIVuZPsoGD5bDyrnG3DzWEYtJVd6mnJClR4gDIpUKsEqf7WuZUzHscoxsOxz8VZqTBk5nXTQwkgMfjiZ3y0w_pro-us9Xz3ALP/s200/angry+students.jpg" width="133" /></a></div>
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I will never forget one of the angriest teenagers I ever met. I will call her Kayla. Kayla was one of those teenagers that could be set off at any moment. When she was set off, look out. EXPLOSION!!! You might hear any curse word in the book (some I didn't know at the time), you might see things kicked or thrown, and when finished she would probably storm out the room in a violent rage. Kayla was in my class during my first year as a 10th grade teacher. When it came to angry teens, all I knew was what I was taught in college, which wasn't much. </div>
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Here is a list of things I have learned since that time that may be beneficial to someone else:</div>
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1. Learn to increase your effectiveness with such teens. Don't make mistakes like, returning the student’s anger, avoiding the teen, being inconsistent or attempting to reason with an out-of-control teen. You must learn to remain calm and not allow the teen to get to you. Learn to empathize with the teen. This does not mean you have to give in but that you relate to the teen. Have a structured classroom. And perhaps most importantly, have a behavior management plan which has a set of consequences and rewards. And even more important than that, be consistent with them. </div>
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2. Recognize ODD and its symptoms. ODD [Oppositional Defiant Disorder] is a pattern of hostile, violent and disruptive behavior which is very clearly outside the normal range of behavior for a child of the same age and culture. Symptoms of ODD include being easily annoyed or irritated, changes from contented mood to angry mood in seconds, outbursts during class, blaming others for own mistakes and a teen who persistently insists on having their way. The causes of ODD are numerous and include neurological causes and chemical imbalances in the brain. When dealing with a teen that has ODD it is important not to react strongly and emotionally. Try not to let the teen know what gets to you. You must remain relaxed and cool while the teen is trying to push you over the edge. </div>
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3. Understand ADD and the impacts of medication. ADD, Attention Deficit Disorder is very common among young people. This is a mental illness that impairs a teen’s ability to stay focused. Symptoms of ADD will include difficulty listening and following directions, being easily distracted, inconsistent school performance and difficulty working independently. Like ODD, ADD can only be diagnosed by a doctor. Medication will often be prescribed, usually Ritalin or Adderall, and it is important to watch for certain problems. Teens should be started at a low dose and monitored carefully. If the parent neglects this responsibility, the effects will be noticeable.</div>
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Dealing with angry teens can be quite a challenge. But being educated on symptoms of various disorders, and creating an environment that is structured, can help you to have success with them.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Parenting/Teaching Children and Teens with ODD</b></a><br />
<br />
* ODD Support Group for Parents and Teachers</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-22895220225809910152010-04-30T10:45:00.002-04:002019-06-10T09:30:32.426-04:00Dealing with Oppositional Children in the Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL37DGpz3KWUfaVz_5uPKcqIwfWWDE8N4eLIe9EsererfJzVckE0Ftj2O_OppTe4jYSemycaQ4Rd4RTf0ytmzzlvo4le9oMSxQxhuXsLTpzEt8Qqdn4mjfUiIfL-qFmJuTX4z4wTZMJUVT/s1600/oppositional+student.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL37DGpz3KWUfaVz_5uPKcqIwfWWDE8N4eLIe9EsererfJzVckE0Ftj2O_OppTe4jYSemycaQ4Rd4RTf0ytmzzlvo4le9oMSxQxhuXsLTpzEt8Qqdn4mjfUiIfL-qFmJuTX4z4wTZMJUVT/s320/oppositional+student.jpg" /></a>One of the scariest issues for educators is dealing with oppositional children in the classroom. While confrontations do not occur every day in every classroom, most if not all secondary school educators will have to deal with a child who is acting belligerent and speaking in out in their classroom. Following are some ideas and tips to help diffuse the situation instead of allowing it to escalate even further.</div>
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Call the Office if You Require Help or an Office Escort— </div>
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While it is always best to try and diffuse the situation yourself, you should call the office and request additional adult assistance if things are escalating out of hand. If a child is cussing uncontrollably at you and/or other children, throwing things, hitting others, or threatening violence, you need to get assistance from the office.</div>
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Contact the Child's Mom and/or Dad—</div>
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Try to get the parent involved as soon as possible. Let them know what happened in class and what you would like them to do to help with the situation. Realize, however, that some moms and dads will not be as receptive as others in your efforts. Nonetheless, parental involvement can make a huge difference in many cases. </div>
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Create a Behavior Management Plan for Ongoing Issues—</div>
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If you have a child who is often oppositional, you need to call together a parent-teacher conference to deal with the situation. Include administration and guidance if you feel it is necessary. Together, you can create a plan for dealing with the child and possibly helping them with any possible anger management issues.</div>
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Do Not Get Other Children Involved—</div>
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It is counterproductive to get other children involved in the confrontation. For example, if the child is making an accusation about something you did or did not say, do not turn to the rest of the class to ask them what you said right at that moment. The oppositional child might feel backed into a corner and lash out even further. A better response would be that you will be happy to speak with them about the situation once they calm down.</div>
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Do Not Provoke a Child—</div>
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While this might seem obvious, it is a sad fact that some educators enjoy provoking their children. Do not be one of those educators. Spend your time focusing on what's best for each child and move beyond any petty feelings you might have about past classroom confrontations and situations. While you might privately dislike a child, you should never allow this to show in any way.</div>
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Do Not Lose Your Temper—</div>
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This can be harder than it sounds. However, it is imperative that you remain calm. You have a classroom full of children watching you. If you lose your temper and start shouting at an oppositional child, you have given up your position of authority and lowered yourself to the child's level. Instead, take a deep breath and remember that you are the authority figure in the situation.</div>
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Do Not Raise Your Voice—</div>
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This goes hand in hand with not losing your temper. Raising your voice will simply escalate the situation. Instead, a better tack is to talk quieter as the child gets louder. This will help you keep control and appear less oppositional to the child, thereby helping to calm the situation.</div>
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Privately Speak to the Child—</div>
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You might consider calling a hall conference with the child. Ask them to step outside to speak with you. By removing the audience, you can talk with the child about their issues and try to come to some sort of resolution before the situation gets out of hand. Make sure that during this time, you recognize that you understand they are upset and then talk with them calmly to determine the best resolution to the problem. Use active listening techniques as you talk with the child. If you are able to get the child to calm down and return to class, then make sure that you integrate the child back into the classroom environment. Other children will be watching how you deal with the situation and how you treat the returning child.</div>
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Talk With the Child at a Later Time—</div>
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A day or two after the situation has been resolved, pull the child involved aside and discuss the situation with them calmly. Use this to try and determine what the trigger was that caused the problem in the first place. This is also a great time to try and give the child ideas of other ways to deal with the situation that they might be able to use in the future. For example, you might have them ask to speak with you quietly instead of shouting in the middle of class. Please see my best teaching experience where I was able to turn an oppositional child into one who was productive and happy in my classroom.</div>
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Treat Each Child as an Individual—</div>
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Realize that what works with one child might not work with another. For example, you might find that one child responds particularly well to humor while another might get angry when you try to make light of the situation.</div>
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Use Referrals if Necessary—</div>
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An office referral is one tool in your behavior management plan. This should be used as a last resort for children who cannot be managed within the classroom environment. If you write referrals all the time, you will find that they lose their value both for your children and also for the administration as well. In other words, you want your referrals to mean something and to be acted on as necessary by the administrator in charge of the case.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Parenting/Teaching Children with ODD</b></a><br />
<span style="font-size: x-small;"><br />
</span><br />
<span style="font-size: small;">*ODD Support Group for Parents and Teachers</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-90773872649729103942010-03-05T11:08:00.003-05:002019-06-09T10:12:30.605-04:00Behavioral Problems in Students with Oppositional Defiant Disorder [ODD]<div dir="ltr" style="text-align: left;" trbidi="on">
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Behavioral disorders also known as conduct disorders are one of the most common forms of psycho pathology among kids and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result their presence severely constrains the ability of the school systems to educate children effectively. The prevalence of behavioral problems among kids and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6% in K-12 children. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population. <br />
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Behavioral disorders become apparent when the ODD student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption in other children. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Such a behavior pattern is consistent throughout the individual’s life. Among the characteristics of a behavioral disorder among kids and adolescents are: <br />
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• A display of bullying, threatening, or intimidating behavior.<br />
• Being physically abusive of others.<br />
• Deliberate destruction of other's property.<br />
• Initiation of aggressive behavior and reacting aggressively towards others.<br />
• Showing callous behavior towards others and lack of feelings of guilt or remorse.<br />
• Showing little empathy and concern for the feelings, wishes, and well being of others.<br />
• They may readily inform on their companions and tend to blame others for their own misdeeds.<br />
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General Strategies—<br />
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• Administer consequences immediately, then monitor proper behavior frequently.<br />
• As a teacher, you should be patient, sensitive, a good listener, fair and consistent in your treatment of children with behavioral disorders.<br />
• Ask previous educators about interactive techniques that have previously been effective with the ODD student in the past.<br />
• Bring to the ODD student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.<br />
• Change rewards if they are not effective for motivating behavioral change.<br />
• Determine whether the ODD student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanor with and without medication. Then adjust teaching strategies accordingly.<br />
• Develop a schedule for applying positive reinforcement in all educational environments.<br />
• Devise a contingency plan with the ODD student in which inappropriate forms of response are replaced by appropriate ones.<br />
• Direct instruction or target behaviors is often required to help children master them.<br />
• Do not expect children with behavioral disorders to have immediate success; work for improvement on a overall basis.<br />
• Encourage others to be friendly with children who have emotional disorders.<br />
• Enforce classroom rules consistently.<br />
• Expose children with behavioral disorders to other children who demonstrate the appropriate behaviors.<br />
• Have pre-established consequences for misbehavior.<br />
• In group activities, acknowledge the contributions of the ODD student with a behavioral disorder.<br />
• Make sure the discipline fits the "crime," without harshness.<br />
• Monitor the ODD student's self-esteem. Assist in modification, as needed.<br />
• Praise immediately at all good behavior and performance.<br />
• Present a sense of high degree of possessiveness in the classroom environment.<br />
• Provide encouragement.<br />
• Reward more than you punish, in order to build self-esteem.<br />
• Self-esteem and interpersonal skills are especially essential for all children with emotional disorders.<br />
• Treat the ODD student with the behavioral disorder as an individual who is deserving of respect and consideration.<br />
• Use time-out sessions to cool off disruptive behavior and as a break if the ODD student needs one for a disability-related reason.<br />
• When appropriate, seek input from the ODD student about their strengths, weaknesses and goals.<br />
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Teacher Presentation—<br />
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• Administer consequences immediately, then monitor proper behavior frequently.<br />
• After a week, or so, of observation, try to anticipate classroom situations where the student's emotional state will be vulnerable and be prepared to apply the appropriate mitigative strategies.<br />
• As an educator you serve a model for the children who are behaviorally disturbed. Your actions therefore, must be consistent, mature, and controlled. Behavioral outbursts and/or angry shouting at children inhibit rather than enhance a classroom.<br />
• Be fair and consistent, but temper your consistency with flexibility.<br />
• Be positive and supportive.<br />
• By using examples, encourage children to learn science so they can emulate adult behaviors.<br />
• Change rewards if they are not effective for motivating behavioral change.<br />
• Check on the ODD student's basic capacity to communicate and adjust your communications efforts accordingly.<br />
• Consultation with other specialists, including the special education teacher, school psychologist, and others may prove helpful in devising effective strategies.<br />
• Develop a schedule for applying positive reinforcement in all educational environments.<br />
• Devise a structured behavioral management program.<br />
• Direct instruction or target behaviors is often required to help children master them.<br />
• Do not expect children with behavioral disorders to have immediate success; work for improvement on a overall basis.<br />
• Encourage others to be friendly with children who have emotional disorders.<br />
• Enforce classroom rules consistently.<br />
• Expose children with behavioral disorders to other children who demonstrate the appropriate behaviors.<br />
• Find ways to encourage the ODD student.<br />
• Group participation in activities is highly desirable because it makes social contacts possible.<br />
• Have pre-established consequences for misbehavior.<br />
• Have the individual with the behavioral disorder be in charge of an activity which can often reduce the aggressiveness.<br />
• If unstructured activities must occur, you must clearly distinguish them from structured activities in terms of time, place, and expectations.<br />
• Instructions should be simple and very structured.<br />
• Keep an organized classroom learning environment.<br />
• Let your children know the expectations you have, the objectives that have been established for the activity, and the help you will give them in achieving objectives.<br />
• Make sure the discipline fits the "crime," without harshness.<br />
• Monitor the ODD student carefully to ensure that children without disabilities do not dominate the activity or detract in any way from the successful performance of the ODD student with the behavioral disorder.<br />
• Monitor the ODD student's self-esteem. Assist in modification, as needed.<br />
• Plan for successful participation in the activities by the children. Success is extremely important to them.<br />
• Praise immediately and all good behavior and performance.<br />
• Present a sense of positiveness in the learning environment.<br />
• Provide a carefully structured learning environment with regard to physical features of the room, scheduling, routines, and rules of conduct.<br />
• Provide encouragement.<br />
• Remain calm, state the infraction of the rule, and avoid debating or arguing with the ODD student with a behavioral disorder.<br />
• Reward more than you punish, in order to build self-esteem.<br />
• Self-esteem and interpersonal skills are especially essential for all children with emotional disorders.<br />
• Show confidence in the children ability and set goals that realistically can be achieved.<br />
• Some aggressive children act as they do because of a subconscious desire for attention, and it is possible to modify their behavior by giving them recognition.<br />
• Special efforts should be made to encourage and easily facilitate children with behavioral disorders to interact.<br />
• Educators should reward children for good behavior and withhold reinforcement for inappropriate behavior.<br />
• The environment must be structured but sensitive to the needs of these youth with behavioral disorders.<br />
• Use a wide variety of instructional equipment which can be displayed for the children to look at and handle.<br />
• When an interest in a particular piece has been kindled, the instructor can talk to the ODD student about it and show him or her how to use it.<br />
• When appropriate, seek input from the children about their strengths, weaknesses and goals.<br />
• You should refer the children to visual aids and reading materials that may be used to learn more about the techniques of skill performance.<br />
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1. Activity instructions should be simple but structured.<br />
2. Be sensitive when making team pairings for activities so that the ODD student with an emotional disorder is supported.<br />
3. Consider alternate activities/exercises that can be utilized with less difficulty for the ODD student, but has the same or similar learning objectives.<br />
4. Every effort should be made to arouse the interest of such children in laboratory activities, so they will learn to perform the activities with success and pleasure.<br />
5. If a ODD student must be denied permission to use the equipment, this should be done on an impersonal basis so the student will not feel hurt or discriminated against.<br />
6. If unstructured activities must occur, you must clearly distinguish them from structured activated in terms of time, place, and expectations.<br />
7. If unstructured activities must occur, you must clearly distinguish them from structured activated in terms of time, place, and expectations.<br />
8. Monitor carefully to ensure that the children without disabilities do not dominate the activity or detract in any way from the successful performance of the ODD student with the behavioral disorder.<br />
9. Plan for successful participation in the laboratory activities by the children with behavioral disorder. Success is extremely important to them.<br />
10. Some children with behavioral disorders may go to great lengths to avoid class participation. To feign their disorder is the method most frequently used, in hope of being excused from participation.<br />
11. Special efforts should be made to get children with behavioral disorders to interact in laboratory activities.<br />
12. To ensure success consider the special needs and interests of each person; give friendly, patient instruction in the laboratory skills; and continually encourage a wider interest in activities.<br />
13. Use a wide variety of instructional equipment which can be displayed for the children to look at and handle.<br />
14. When a ODD student displays a reaction of dislike to the activities this dislike usually stems from fear or lack of experience for the activity or factors inherent within the situation itself.<br />
15. When an interest in a particular piece has been kindled, the instructor can talk to the ODD student about it and show him or her how to use it.<br />
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Group Interaction and Discussion—<br />
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• Acknowledge the contributions of the ODD student with an emotional disorder.<br />
• Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.<br />
• As the ODD student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.<br />
• Call for responses and participation commensurate with the ODD student's socialization skills.<br />
• Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.<br />
• Help the ODD student to feel as though he or she has something worthwhile to contribute to the discussion.<br />
• Should monitor carefully to ensure that the nondisabled children do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.<br />
• Some children may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.<br />
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• It is necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur such as: <br />
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1. Demonstrating appropriate reading.<br />
2. Increasing positive relationships by means of awards when they read appropriately.<br />
3. Reading in group or with others.<br />
4. Taking turns, working with partner, following directions.<br />
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• Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and meta-cognitive skills should be focused on teaching children reading skills<br />
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Research—<br />
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• Depending on the site of the research check the previous two sections.<br />
• Review and discuss with the ODD student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that ODD student.<br />
• Show clear examples of what the children should expect as an outcome of their research.<br />
• Use appropriate laboratory and field strategies.<br />
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• Consider alternate activities/exercises that can be utilized with less difficulty for the ODD student, but has the same or similar learning objectives.<br />
• Every effort should be made to arouse the interest of such children in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.<br />
• Gradually increase the challenges in the ODD student's participation in field exercises while providing increased positive reinforcement.<br />
• Group participation in field activities is highly desirable because it enhances social contacts.<br />
• Help the student to feel as though he or she has something worthwhile to contribute to the field trip.<br />
• In field activities acknowledge the contributions and assistance of the student with an emotional disorder.<br />
• Make the ODD student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.<br />
• Special efforts should be made to get children with behavioral disorders to interact with other children.<br />
• Use a buddy system.<br />
• Use appropriate general strategies.<br />
• You should encourage children to practice field skills during their free hours.<br />
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• Be sensitive to the ODD student's reactions to the various aspects of assessment.<br />
• For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.<br />
• Make special arrangements for the ODD student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.<br />
• Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.<br />
• Stay on top of ODD student progress through informal assessment, don't wait until it's too late to discover that there is a problem.<br />
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Improve Behavior Problems with the Right Curriculum—<br />
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Improve Behavior Problems - Inappropriate curriculum and instruction can lead to many types of problem behaviors among children with learning disabilities. Children may: <br />
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• Be embarrassed if material is not appropriate for their age levels. <br />
• Become frustrated if material is too difficult. <br />
• Feel bored with curriculum that is beneath their ability, or involving material that is not interesting to them. <br />
• Feel defensive and disrupt the classroom to protect their egos, attempt to restore their "image" before the class. <br />
• Feel like giving up if instructional delivery is too rapid. <br />
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When children with learning disabilities' learning needs are not met, they may show a range of behavior problems. Children's problem behaviors may: <br />
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• An attempt to have some control in a situation where they feel powerless; <br />
• An attempt to shift attention away from their learning disabilities; <br />
• Part of their disability, especially if ADHD is involved; <br />
• The natural result of their frustration; <br />
• The result of delayed social skill development or underdeveloped adaptive behavior skills. <br />
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Educators and moms and dads can reduce or prevent many behavior problems by: <br />
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• Adapt and modify materials to reduce the effect of the disability on classroom performance.<br />
• Choosing materials that are of high interest to the ODD student. Have him select his own materials when possible. <br />
• Ensure that materials are appropriate for your youngster's age level. <br />
• Ensuring that instruction is delivered at or slightly above the youngster's current skill levels. Individual achievement assessment can provide information on a ODD student's skill levels that can be used to identify skills a ODD student needs to learn and provide guidance for selecting materials. <br />
<br />
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b>==> My Out-of-Control Child: Parenting & Teaching Children with ODD</b></a><br />
<br />
* ODD Support Group for Parents and Teachers <b><br />
</b></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-14652141769029409662010-02-05T10:50:00.005-05:002019-06-08T09:30:01.100-04:00Parenting & Teaching Children with Oppositional Defiant Disorder [ODD]<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3QAmL2FkJAJHKRrDmbvxYBKqHUt_h8qqCIa_DcEtg9LizEQOGz-SSv8Kjj0uPhS4rlufdk0ByHtUu1ejSN6YJdFlyeWdvum-NPL4cqgEDoLlGTPo0914-JV70SJ-11AOPlcAkp2kjFbix/s1600/adhd+and+aspergers.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3QAmL2FkJAJHKRrDmbvxYBKqHUt_h8qqCIa_DcEtg9LizEQOGz-SSv8Kjj0uPhS4rlufdk0ByHtUu1ejSN6YJdFlyeWdvum-NPL4cqgEDoLlGTPo0914-JV70SJ-11AOPlcAkp2kjFbix/s200/adhd+and+aspergers.jpg" width="158" /></a>Even the best-behaved kids can be difficult and challenging at times. Teens are often moody and argumentative. But if your youngster or teen has a persistent pattern of tantrums, arguing, and angry or disruptive behaviors toward you and other authority figures, he or she may have oppositional defiant disorder (ODD). </div>
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As a parent, you don't have to go it alone in trying to manage a youngster with oppositional defiant disorder. Doctors, counselors and youngster development experts can help. </div>
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Treatment of ODD involves therapy, special types of training to help build positive family interactions, and possibly medications to treat related mental health conditions. </div>
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It's not unusual for kids -- especially those in their "terrible twos" and early teens -- to defy authority every now and then. They may express their defiance by arguing, disobeying, or talking back to their moms and dads, teachers, or other adults. When this behavior lasts longer than six months and is excessive compared to what is usual for the youngster's age, it may mean that the youngster has a type of behavior disorder called oppositional defiant disorder (ODD).</div>
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ODD is a condition in which a youngster displays an ongoing pattern of uncooperative, defiant, hostile, and annoying behavior toward people in authority. The youngster's behavior often disrupts the youngster's normal daily activities, including activities within the family and at school.</div>
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Many kids and teens with ODD also have other behavioral problems, such as attention-deficit/hyperactivity disorder, learning disabilities, mood disorders (such as depression), and anxiety disorders. Some kids with ODD go on to develop a more serious behavior disorder called conduct disorder.</div>
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<b>Symptoms—</b></div>
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It may be tough at times to recognize the difference between a strong-willed or emotional youngster and one with oppositional defiant disorder. Certainly there's a range between the usual independence-seeking behavior of kids and oppositional defiant disorder. It's normal to exhibit oppositional behaviors at certain stages of a youngster's development. </div>
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<i>However, your youngster's issue may be ODD if your youngster's oppositional behaviors: </i></div>
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<li>Are clearly disruptive to the family and home or school environment</li>
<li>Are persistent</li>
<li>Have lasted at least six months</li>
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<i>The following are behaviors associated with ODD: </i></div>
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<li>Defiance</li>
<li>Disobedience</li>
<li>Hostility directed toward authority figures</li>
<li>Negativity</li>
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<i>These behaviors might cause your youngster to regularly and consistently show these signs and symptoms: </i></div>
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<li>Academic problems</li>
<li>Acting touchy and easily annoyed</li>
<li>Aggressiveness toward peers</li>
<li>Anger and resentment</li>
<li>Argumentativeness with adults</li>
<li>Blaming others for mistakes or misbehavior</li>
<li>Deliberate annoyance of other people</li>
<li>Difficulty maintaining friendships</li>
<li>Refusal to comply with adult requests or rules</li>
<li>Spiteful or vindictive behavior</li>
<li>Temper tantrums</li>
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<b>Related mental health issues—</b></div>
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<i>Oppositional defiant disorder often occurs along with other behavioral or mental health problems such as: </i></div>
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• Anxiety</div>
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• Attention-deficit/hyperactivity disorder (ADHD)</div>
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• Depression</div>
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The symptoms of ODD may be difficult to distinguish from those of other behavioral or mental health problems. </div>
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It's important to diagnose and treat any co-occurring illnesses because they can create or worsen irritability and defiance if left untreated. Additionally, it's important to identify and treat any related substance abuse and dependence. Substance abuse and dependence in kids or adolescents is often associated with irritability and changes in the youngster's usual personality. </div>
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<b>Causes—</b></div>
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There's no clear cause underpinning oppositional defiant disorder. Contributing causes are likely a combination of inherited and environmental factors, including: </div>
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<li>A youngster's natural disposition</li>
<li>Abuse or neglect</li>
<li>An imbalance of certain brain chemicals, such as serotonin</li>
<li>Inconsistent or harsh discipline</li>
<li>Lack of supervision</li>
<li>Limitations or developmental delays in a youngster's ability to process thoughts and feelings</li>
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The exact cause of ODD is not known, but it is believed that a combination of biological, genetic, and environmental factors may contribute to the condition.</div>
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• Biological: Some studies suggest that defects in or injuries to certain areas of the brain can lead to serious behavioral problems in kids. In addition, ODD has been linked to abnormal amounts of special chemicals in the brain called neurotransmitters. Neurotransmitters help nerve cells in the brain communicate with each other. If these chemicals are out of balance or not working properly, messages may not make it through the brain correctly, leading to symptoms of ODD, and other mental illnesses. Further, many kids and teenagers with ODD also have other mental illnesses, such as ADHD, learning disorders, depression, or an anxiety disorder, which may contribute to their behavior problems.</div>
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• Environmental: Factors such as a dysfunctional family life, a family history of mental illnesses and/or substance abuse, and inconsistent discipline by parents may contribute to the development of behavior disorders.</div>
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• Genetics: Many kids and teenagers with ODD have close family members with mental illnesses, including mood disorders, anxiety disorders, and personality disorders. This suggests that a vulnerability to develop ODD may be inherited.</div>
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<b>Risk factors—</b></div>
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A number of factors play a role in the development of oppositional defiant disorder. ODD is a complex problem involving a variety of influences, circumstances and genetic components. No single factor causes ODD. </div>
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<i>Possible risk factors include: </i></div>
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<li>Being abused or neglected</li>
<li>Exposure to violence</li>
<li>Family instability such as occurs with divorce, multiple moves, or changing schools or youngster care providers frequently</li>
<li>Financial problems in the family</li>
<li>Harsh or inconsistent discipline</li>
<li>Having a parent with a mood or substance abuse disorder</li>
<li>Having moms and dads with a severely troubled marriage</li>
<li>Lack of positive parental involvement</li>
<li>Lack of supervision</li>
<li>Moms and dads with a history of ADHD, oppositional defiant disorder or conduct problems </li>
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Stressful changes that disrupt a youngster's sense of consistency — such as divorce or moving — increase the risk of disruptive behavior. However, though these changes may help explain disrespectful or oppositional behavior, they don't excuse it. If you're concerned about your youngster's behavior or trouble adjusting to life changes, talk with your doctor. </div>
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<b>Complications—</b></div>
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<i>M</i><i>any kids with oppositional defiant disorder have other treatable conditions, such as: </i></div>
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• Anxiety</div>
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• Attention-deficit/hyperactivity disorder (ADHD)</div>
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• Depression</div>
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• Learning and communication disorders </div>
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If these conditions are left untreated, managing ODD can be very difficult for the parents, and frustrating for the affected youngster. Kids with oppositional defiant disorder may have trouble in school with teachers and other authority figures and may struggle to make and keep friends. </div>
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ODD may be a precursor to other, more severe problems such as conduct disorder, substance abuse and severe delinquency. </div>
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<b>Preparing for a Dr. appointment—</b></div>
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If your kid has signs and symptoms common to oppositional defiant disorder, make an appointment with your kid's doctor. After an initial evaluation, your doctor may refer you to a mental health professional, who can help make a diagnosis and create the right treatment plan for your kid. </div>
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Here's some information to help you prepare for your appointment, and what to expect from your doctor. </div>
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<i>What you can do:</i></div>
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• Make a list of your kid's key medical information, including other physical or mental health conditions with which your kid has been diagnosed. Also write down the names of any medications, including over-the-counter medications, your kid is taking.</div>
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• Take a trusted family member or friend along, if possible. Sometimes it can be difficult to soak up all the information provided to you during an appointment. Someone who accompanies you may remember something that you missed or forgot.</div>
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• Write down questions to ask your doctor in advance so that you can make the most of your appointment.</div>
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• Write down the signs and symptoms your kid has been experiencing, and for how long.</div>
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• Write down your family's key personal information, including factors that you suspect may have contributed to changes in your kid's behavior. Make a list of stressors that your kid or close family members have recently experienced and share it with the doctor.</div>
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<i>Questions to ask the doctor at your kid's initial appointment include: </i></div>
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• Are there any other possible causes?</div>
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• How will you determine the diagnosis?</div>
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• Should my kid see a mental health provider?</div>
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• What do you believe is causing my kid's symptoms?</div>
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<i>Questions to ask if your kid is referred to a mental health provider include: </i></div>
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<li>Do you recommend any changes at home or school to encourage my kid's recovery?</li>
<li>Do you recommend family therapy?</li>
<li>Does my kid have oppositional defiant disorder?</li>
<li>Is my kid at increased risk of any long-term complications from this condition?</li>
<li>Is this condition likely temporary or chronic?</li>
<li>Should I tell my kid's teachers about this diagnosis?</li>
<li>Should my kid be screened for any other mental health problems?</li>
<li>What else can I and my family do to help my kid?</li>
<li>What factors do you think might be contributing to my kid's problem?</li>
<li>What treatment approach do you recommend?</li>
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In addition to the questions that you've prepared to ask your doctor, don't hesitate to ask questions during your appointment at any time that you don't understand something. </div>
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<b>What to expect from your doctor—</b></div>
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Being ready to answer your doctor's questions may reserve time to go over any points you want to talk about in-depth. You should be prepared to answer the following questions from your doctor: </div>
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• Do any particular situations seem to trigger negative or defiant behavior in your kid?</div>
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• Has your kid been diagnosed with any other medical conditions, including mental health conditions?</div>
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• Have your kid's teachers or other caregivers reported similar symptoms in your kid?</div>
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• How do you typically discipline your kid?</div>
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<br />
• How have you been handling your kid's disruptive behavior?</div>
<div style="text-align: justify;">
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• How often over the last six months has your kid argued with adults or defied or refused adults' requests?</div>
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<br />
• How often over the last six months has your kid been angry or lost his or her temper?</div>
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<br />
• How often over the last six months has your kid been spiteful or vindictive, or blamed others for his or her own mistakes?</div>
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<br />
• How often over the last six months has your kid been touchy, easily annoyed or deliberately annoying to others?</div>
<div style="text-align: justify;">
<br />
• How would you describe your kid's home and family life?</div>
<div style="text-align: justify;">
<br />
• What are your kid's symptoms?</div>
<div style="text-align: justify;">
<br />
• When did you first notice these symptoms?</div>
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<br /></div>
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<b>Tests and diagnosis—</b></div>
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<br /></div>
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To be diagnosed with oppositional defiant disorder, a youngster must meet criteria spelled out in the Diagnostic and Statistical Manual of Mental Disorders (DSM). This manual is published by the American Psychiatric Association and is used by mental health providers to diagnose mental conditions and by insurance companies to reimburse for treatment. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Criteria for oppositional defiant disorder to be diagnosed include a pattern of behavior that lasts at least six months and includes at least four of the following: </div>
<div style="text-align: justify;">
<ul>
<li>Is often angry and resentful</li>
<li>Is often spiteful or vindictive</li>
<li>Is often touchy or easily annoyed by others</li>
<li>Often actively defies or refuses to comply with adults' requests or rules</li>
<li>Often argues with adults</li>
<li>Often blames others for his or her mistakes or misbehavior</li>
<li>Often deliberately annoys people</li>
<li>Often loses temper</li>
</ul>
</div>
<div style="text-align: justify;">
<br /></div>
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These behaviors must be displayed more often than is typical for your youngster's peers. </div>
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<br /></div>
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<i>In addition, to be diagnosed with oppositional defiant disorder, a youngster's disruptive behavior: </i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Must cause significant problems at work, school or home</div>
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<br />
• Must not meet the diagnostic criteria for conduct disorder or, if the affected person is older than age 18, antisocial personality disorder</div>
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<br />
• Must occur on its own, rather than as part of the course of another mental health problem, such as depression or bipolar disorder</div>
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<br /></div>
<div style="text-align: justify;">
It can be difficult for doctors to sort and exclude other associated disorders — for example, attention-deficit/hyperactivity disorder versus oppositional defiant disorder. These two disorders are commonly diagnosed together. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
As with adults, mental illnesses in kids are diagnosed based on signs and symptoms that suggest a particular illness like ODD. If symptoms are present, the doctor will begin an evaluation by performing a complete medical history and physical exam. Although there are no lab tests to specifically diagnose ODD, the doctor may use various tests -- such as X-rays and blood tests -- to rule out physical illness or medication side effects as the cause of the symptoms. The doctor also will look for signs of other conditions that often occur along with ODD, such as ADHD and depression.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If the doctor cannot find a physical cause for the symptoms, he or she may refer the youngster to a youngster and adolescent psychiatrist or psychologist, mental health professionals who are specially trained to diagnose and treat mental illnesses in kids and teens. Psychiatrists and psychologists use specially designed interview and assessment tools to evaluate a youngster for a mental illness. The doctor bases his or her diagnosis on reports of the youngster's symptoms and his or her observation of the youngster's attitude and behavior. The doctor often must rely on reports from the youngster's moms and dads, teachers, and other adults because kids often have trouble explaining their problems or understanding their symptoms.</div>
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<br /></div>
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<b>Treatments and drugs—</b></div>
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<br /></div>
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Treating oppositional defiant disorder generally involves several types of psychotherapy and training for your youngster — as well as for you and your co-parent. If your youngster has co-existing conditions, particularly ADHD, medications may help significantly improve symptoms. </div>
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<br /></div>
<div style="text-align: justify;">
<i>The cornerstones of treatment for ODD usually include: </i></div>
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<br /></div>
<div style="text-align: justify;">
• Cognitive problem solving training. This type of therapy is aimed at helping your youngster identify and change through patterns that are leading to behavior problems. Research shows that an approach called collaborative problem solving — in which you and your youngster work together to come up with solutions that work for both of you — is highly effective at improving ODD-related problems.</div>
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<br /></div>
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• Individual and family therapy. Individual counseling for your youngster may help him or her learn to manage anger and express his or her feelings more healthfully. Family counseling may help improve your communication and relationships, and help members of your family learn how to work together.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Medication. While there is no medication formally approved to treat ODD, various drugs may be used to treat some of its distressing symptoms, as well as any other mental illnesses that may be present, such as ADHD or depression.</div>
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<br /></div>
<div style="text-align: justify;">
• Parent training. A mental health provider with experience treating ODD may help you develop skills that will allow you to parent in a way that's more positive and less frustrating for you and your youngster. In some cases, your youngster may participate in this type of training with you, so that everyone in your family develops shared goals for how to handle problems.</div>
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<br /></div>
<div style="text-align: justify;">
• Parent-child interaction therapy (PCIT). During PCIT, therapists coach moms and dads while they interact with their kids. In one approach, the therapist sits behind a one-way mirror and, using an "ear bug" audio device, guides moms and dads through strategies that reinforce their kid's positive behavior. Research has shown that as a result of PCIT, moms and dads learn more-effective parenting techniques, the behavior problems of kids decrease, and the quality of the parent-youngster relationship improves.</div>
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<br /></div>
<div style="text-align: justify;">
• Psychotherapy. Psychotherapy (a type of counseling) is aimed at helping the youngster develop more effective ways to express and control anger. A type of therapy called cognitive-behavioral therapy aims to reshape the youngster's thinking (cognition) to improve behavior. Family therapy may be used to help improve family interactions and communication among family members. A specialized therapy technique called parent management training (PMT) teaches moms and dads ways to positively alter their youngster's behavior.</div>
<div style="text-align: justify;">
<br /></div>
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• Social skills training. Your youngster also might benefit from therapy that will help him or her learn how to interact more positively and effectively with peers.</div>
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<br /></div>
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<i>As part of parent training, you may learn how to: </i></div>
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<br /></div>
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• Avoid power struggles</div>
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<br />
• Establish a schedule for the family that includes specific meals that will be eaten at home together, and specific activities one or both moms and dads will do with the youngster</div>
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<br />
• Give effective timeouts</div>
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<br />
• Limit consequences to those that can be consistently reinforced and if possible, last for a limited amount of time</div>
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<br />
• Offer acceptable choices to your youngster, giving him or her a certain amount of control</div>
<div style="text-align: justify;">
<br />
• Recognize and praise your youngster's good behaviors and positive characteristics</div>
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<br />
• Remain calm and unemotional in the face of opposition</div>
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<br /></div>
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Although some parent management techniques may seem like common sense, learning to use them in the face of opposition isn't easy, especially if there are other stressors at home. Learning these skills will require consistent practice and patience. </div>
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<br /></div>
<div style="text-align: justify;">
Most important in treatment is for you to show consistent, unconditional love and acceptance of your youngster — even during difficult and disruptive situations. Don't be too hard on yourself. This process can be tough for even the most patient moms and dads. </div>
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<br /></div>
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Treatment for ODD is determined based on many factors, including the youngster's age, the severity of symptoms, and the youngster's ability to participate in and tolerate specific therapies. </div>
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<br /></div>
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<b>Lifestyle and home remedies—</b></div>
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<br /></div>
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<i>At home, you can begin chipping away at problem behaviors by practicing the following: </i></div>
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<br /></div>
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• Assign your youngster a household chore that's essential and that won't get done unless the youngster does it. Initially, it's important to set your youngster up for success with tasks that are relatively easy to achieve and gradually blend in more important and challenging expectations.</div>
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<br /></div>
<div style="text-align: justify;">
• Build in time together. Develop a consistent weekly schedule that involves moms and dads and youngster being together.</div>
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• Model the behavior you want your youngster to have.</div>
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<br /></div>
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• Pick your battles. Avoid power struggles. Almost everything can turn into a power struggle — if you let it.</div>
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<br /></div>
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• Recognize and praise your youngster's positive behaviors. Be as specific as possible, such as, "I really liked the way you helped pick up your toys tonight."</div>
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<br /></div>
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• Set limits and enforce consistent reasonable consequences.</div>
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<br /></div>
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• Set up a routine. Develop a consistent daily schedule for your youngster. Asking your youngster to help develop that routine may be beneficial.</div>
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<br /></div>
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• Work with your partner or others in your household to ensure consistent and appropriate discipline procedures.</div>
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<br /></div>
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At first, your youngster is not likely to be cooperative or to appreciate your changed response to his or her behavior. Expect that you'll have setbacks and relapses, and be prepared with a plan to manage those times. In fact, behavior often temporarily worsens when new limits and expectations are set. However, with perseverance and consistency, the initial hard work often pays off with improved behavior and relationships. </div>
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<b>Teaching Students with ODD—</b></div>
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<br /></div>
<div style="text-align: justify;">
Getting a reaction out of others is the chief hobby of kids 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 youngster. Plan in advance what to do when this child engages in certain behaviors and be prepared to follow through calmly.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Address concerns privately. This will help to avoid power struggles as well as an audience for a potential power struggle. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Always listen to this child. Let him/her talk. Don't interrupt until he/she finishes. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Ask moms and dads what works at home.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Avoid all power struggles with this child. They will get you nowhere. Thus, try to avoid verbal exchanges. State your position clearly and concisely and choose your battles wisely.</div>
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<br /></div>
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• Avoid making comments or bringing up situations that may be a source of argument for them.</div>
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<br /></div>
<div style="text-align: justify;">
• Decide which behaviors you are going to ignore. Most kids with ODD are doing too many things you dislike to include all of them in a behavior management plan. Thus, target only a few important behaviors, rather than trying to fix everything. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• 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 child with sarcasm. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Establish a rapport with the ODD youngster. If this youngster perceives you as reasonable and fair, you'll be able to work more effectively with him or her. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Give the ODD child 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. </div>
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<br /></div>
<div style="text-align: justify;">
• In the private conference be caring but honest. Tell the child 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. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Make this child a part of any plan to change behavior. If you don't, you'll become the enemy. </div>
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<br /></div>
<div style="text-align: justify;">
• Never raise your voice or argue with this child. Regardless of the situation do not get into a "yes you will" contest. Silence is a better response. </div>
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<br /></div>
<div style="text-align: justify;">
• Praise childs when they respond positively.</div>
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<br /></div>
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• Provide consistency, structure, and clear consequences for the child’s behavior.</div>
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<br /></div>
<div style="text-align: justify;">
• When decisions are needed, give two choices or options. State them briefly and clearly. Childs with ODD are more likely to complete or perform tasks that they have chosen. This also empowers them to make other decisions.</div>
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<br /></div>
<div style="text-align: justify;">
• When you see an ODD youngster getting frustrated or angry, ask if a calming down period would help. But don't force it on him/her. Rather than sending the child 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. </div>
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<br /></div>
<div style="text-align: justify;">
<b>Instructional Strategies and Classroom Accommodations for the ODD Child—</b></div>
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<br /></div>
<div style="text-align: justify;">
• Establish clear classroom rules. Be clear about what is nonnegotiable.</div>
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<br /></div>
<div style="text-align: justify;">
• Post the daily schedule so the child will know what to expect.</div>
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<br /></div>
<div style="text-align: justify;">
• Make sure academic work is at the appropriate level. When work is too hard, childs become frustrated. When it is too easy, they become bored. Both reactions lead to problems in the classroom.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Pace instruction. When the child 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.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Systematically teach social skills, including anger management, conflict resolution and how to be assertive in an appropriate manner. Discuss strategies that the child may use to calm him/ or herself down when they feel their anger escalating. Do this when the child is calm.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Select materials that encourage child interaction. Childs 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.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Minimize downtime and plan transitions carefully. Childs with ODD do best when kept busy.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Allow the ODD child to redo assignments to improve their score or final grade.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>Coping and support—</b></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
For yourself, counseling can provide an outlet for your own mental health concerns that could interfere with the successful treatment of your child's symptoms. If you're depressed or anxious, that could lead to disengagement from your child — and that can trigger or worsen oppositional behaviors.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<i>Here are some tips: </i></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Learn ways to calm yourself. Keeping your own cool models the behavior you want from your child.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Take time for yourself. Develop outside interests, get some exercise and spend some time away from your child to restore your energy.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
• Be forgiving. Let go of things that you or your child did in the past. Start each day with a fresh outlook and a clean slate.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>What Is the Outlook for Children With Oppositional Defiant Disorder?</b></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
If your child is showing signs of ODD, it is very important that you seek care from a qualified doctor immediately. Without treatment, children with ODD may experience rejection by classmates and other peers because of their poor social skills and aggressive and annoying behavior. In addition, a child with ODD has a greater chance of developing a more serious behavioral disorder called conduct disorder. When started early, treatment is usually very effective.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>Can Oppositional Defiant Disorder Be Prevented?</b></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Although it may not be possible to prevent ODD, recognizing and acting on symptoms when they first appear can minimize distress to the child and family, and prevent many of the problems associated with the illness. Family members also can learn steps to take if signs of relapse (return of symptoms) appear. In addition, providing a nurturing, supportive, and consistent home environment with a balance of love and discipline may help reduce symptoms and prevent episodes of defiant behavior.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Many children with ODD will respond to the positive parenting techniques. Parents may ask their pediatrician or family physician to refer them to a child and adolescent psychiatrist or qualified mental health professional who can diagnose and treat ODD and any coexisting psychiatric condition.</div>
<br />
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><b><span style="font-size: small;">==> My Out-of-Control Child: </span><span style="font-size: small;">Parenting/Teaching Children with ODD</span></b></a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-83087750246506713162010-01-29T09:41:00.002-05:002019-06-08T09:28:00.020-04:00ODD Leading to Personality Disorder: Case Studies<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-style: italic;">Jayne-</span><br />
<br />
When Jayne was four or five, she pretty much controlled the house. Somehow she had figured out exactly what she could get away with. She also was able to figure out where her parent's weak points were. More amazingly, she figured out where the weak points in their marriage were. This got so bad that her parents went to marriage counseling and finally adopted a policy of "united we stand, divided we fall" in regards to Jayne. This certainly helped keep Jayne in line in her elementary school years. Jayne also had ADHD, but it was never too severe. She only had to take medication for a few years at the end of elementary school. As she became a teenager, she began to have problems. The loss of a boyfriend led to cutting her wrists.<br />
<br />
She always was in some sort of turmoil with her friends or the youth group. People were always trying to "save" her. The school counselor and the youth group leader both "knew in their hearts" that Jayne needed a lot of attention and special care and encouraged her parents to be more understanding on her sensitive nature. Jayne's grandfather said that he "knew in his heart" that Jayne needed a swift kick in the rear. As the teenage years went on, these problems just continued. She got involved in some minor crimes like shoplifting, tried vomiting to lose weight, and smoked pot. Each time she made such a big deal about the whole thing that her parents could hardly stand it. When she was 18, she moved in with an older guy who she thought "really understood her". They have been separated about six times so far. Her life continues in turmoil.<br />
<br />
This points out the fact that sometimes, even with great parenting, things don't turn out so well. However, many times with aggressive intervention things go more like this:<br />
<br />
<span style="font-style: italic;">Ricky-</span><br />
<br />
Ricky was always hyper and always quite the con artist. The neighborhood mother's never really trusted him. He got referred after he hit the teacher hard enough to knock her down in second grade. We did everything. He took medications for his ADHD. The parents followed through with every type of intervention for ODD. He was very involved in cadets as a teenager. When he was about 19, I met his mother in a store. She wanted to tell me how well he turned out. He was still a bit of a hot head and was still on meds for ADHD, but he was working and had a steady girlfriend. He was hoping to join the militia. Ricky had turned out just fine.<br />
<br />
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-weight: bold;">==> My Out-of-Control Child: Parenting/Teaching Children with ODD</span></a><br />
<br />
* ODD Support Group for Parents and Teachers</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-24126539559588216082010-01-28T11:00:00.003-05:002019-06-06T10:38:26.027-04:00Conduct Disorder & Comorbid Conditions: Case Studies<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-weight: bold;">Conduct Disorder (CD) plus Substance Abuse—</span><br />
<br />
Sadly, this is very common. In my clinic, every youngster with CD is assumed to be abusing substances until proven otherwise. Compared with kids who do not have CD, kids who have CD are three times more likely to smoke cigarettes, 2.5 times more likely to drink, and five times more likely to smoke pot. As far as having a problem from drug use, kids with CD a 5.5 times more likely to be addicted to cigarettes, six times more likely to be alcoholics, 7 times more likely to be addicted to pot. This is certainly the most common comorbidity and often goes along with the ones below.<br />
<br />
<span style="font-style: italic;">John-</span><br />
<br />
When John was 9, he told his mom that he wanted to buy lunch instead of bring it. His mom at that point still believed that some of what John said was innocent of any other purpose, and so she let him. She did notice that he was very hungry when he came home from school. He said the lunches were small and for an extra 75 cents he could get seconds. She believed this. Two weeks later the principal called to report that John was caught with cigarettes on the playground. John's mom was amazed, as she did not smoke and neither did her husband. Not only that, but he had a whole pack. Well, it took a lot of "interrogation" to get the story out. The lunch money went to buy cigarettes from a boy in Jr. High. John then smoked a few of those and then sold the rest at a big profit. His parents remembered that two years later when he was found drunk in the locker room at Jr. High. Now his parents are lots wiser. John still thinks his parents are totally unreasonable. The rule is you get your allowance and phone privileges as long as those random urine drug screens are normal. If he doesn’t cooperate, then they are assumed to be positive. So he ended up poor and lonely for a few weeks, but now that is under control. As far as cigarettes go, if he can buy them, he can smoke them outside. If he is caught drinking or around people who are drinking, good-bye allowance and phone. John hates it and can't wait until he moves out so he can finally do what he wants.<br />
<br />
<span style="font-weight: bold;">Conduct Disorder (CD) plus ADHD—</span><br />
<br />
When these two disorders are present, usually the ADHD symptoms are much more severe than when ADHD is present without CD.<br />
<br />
<span style="font-style: italic;">Michael-</span><br />
<br />
Michael is now 14. When his mother thinks back to his infancy, she could actually see it coming at age 18 months. At that age he got up in the middle of the night, put a chair up to the door, opened it and went walking outside. The cops found him a while later and brought him home. If only that had been his only contact with them!<br />
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Michael's mother hated school almost as much as Michael did. Almost every day there were calls from the school about Michael. In grade primary he tried to stab a youngster with scissors. He was swearing at his teachers by grade one. On Grade two it was stealing lunch money. Every time they seemed to get one problem under control, he was into something else. Everyone seemed at a loss about what to do except her brother. It didn't matter what the weather was like, Michael was out there. His uncle said that by the time he was ten, he could do the work of a grown man. There was no fear in Michael. Cold weather, big swells, nothing bothered him. He refused to do any homework from fourth grade on. Up until that grade, his teachers let him go out for a walk around the building every hour or so, but when a set of keys went missing and were "discovered" by Michael a few days later, the walks ended. Still, compared to the last few years, this was easy.<br />
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Michael was suspended from 7th grade after two weeks when he threw a match into a boy's locker. Why? The boy called him stupid. He was out for a week, then after only two more days, he was thrown out for making death threats against the teacher. His parents tried home school and they thought they were getting somewhere - until they got a call from the bank. They were overdrawn. When it all came out Michael had stolen the cash card and figured out the password and had taken out $500 dollars. They still don't know how he did it. Before they could even sort that out, Michael was arrested for vandalizing the school. He would have only received probation, but after giving the judge the finger, he was sent to the MCYC Youth Center. It was the staff there that finally figured it out. This guy could not sit still for anything, he said the first thing that came to his mouth, and was constantly getting in bigger trouble for it. He saw the doctor, ADHD was diagnosed, and he was given medication for this in the Youth Centre. But what will happen in two months when he gets out? His mother spends a lot of sleepless nights thinking about that.<br />
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<span style="font-weight: bold;">Conduct Disorder (CD) and Depression—</span><br />
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<span style="font-style: italic;">Kara-</span><br />
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Kara is 14, too. Her life didn't start out quite so difficult. In fact, her mom swears that until she was almost 10, there were no problems. That is hard for everyone to believe now. Her mom remembers thinking that Kara was certainly starting the teen years early. At age 11 she was having a tantrum about not being able to go out with her boyfriend who was 15. You could hardly blame her. By the time Kara was 11, she looked like she was 15 or 16. Unfortunately, she did not have the maturity of a 16 year old. She ran away from home at age 12 for a week before they could find her. She brought a bottle of rum to school and got drunk. But more than this, she was absolutely unbearable to live with. She had become super defiant, and would fight her parents or anyone else for no reason at all. She never seemed happy, just angry. Unless she was with her friends, which by age 13 or 14 were 18 or so. Her parents kept asking themselves, "what had happened to their old daughter?” She was failing in school mostly because she was never there. She was never where she told her parents she said she was. The first clue came when she came home high on something and told her parents she was going up stairs to bed. They heard a crash and came in the bathroom to find her trying to cut herself with a broken mirror. Kara wanted to die. Her boyfriend of two months had left her. For a few weeks she just hung around the house and lay on her bed and listened to music. Her parents let her out one night to go to her girlfriend's house. They got a call later that night that Kara had admitted to taking a half a bottle of Tylenol.<br />
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It is not uncommon that a mood disorder along with CD gets missed. There are usually so many pressing problems to sort out and so many different stressors, that it isn't until suicide is tried or talked of that many families, physicians, and other health professionals consider comorbid depression. Recent studies of teenagers who have committed suicide have found that these kids are about three times more likely to have CD and 15 times more likely to abuse substance. Suicide is worth worrying about in CD.<br />
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<span style="font-weight: bold;">Conduct Disorder (CD) plus Tourettes, OCD, and ADHD—</span><br />
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<span style="font-style: italic;">Jake-</span><br />
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Jake is now 12. He has seen more doctors, nurses, and psychologists than most people will see in a lifetime. His father worried that maybe his son could have Tourette's like him, but he never dreamed it could get like this. When he was 4 he was thrown out of pre-school for fighting. Because of his reputation, he was the first youngster where the school approached the parents about getting a teacher's aide in grade primary rather than the parents approaching the school. Lucky for Jake, he never seemed to have all of these problems at once. Usually he would have a tic, especially blinking, which would last a few weeks or so. Then he would have to touch things, and then that might go away, too. The tics and OCD were nothing compared to his behavior. His temper was incredible. The usual pattern was that the excitement of being around other kids would get him so wound up that he was literally bouncing around. This usually led to pushing, fighting, and punishment. He resisted this and usually ended up being sent home as they could not deal with him. He attacked him sister. He attacked his mother and broke her arm. That led to living with different relatives and now a foster home. No one seemed to be able to manage him. The new foster parents were actually being bothered the most by his poor sleep and a nearly constant vocal grunting tic. They brought him to yet another doctor to see if they could do anything about this. He was placed on some medicine for the tic and amazingly, he behavior improved quite a bit. For the first time his parents are hopeful that maybe he can come home again.<br />
<br />
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-weight: bold;">==> My Out-of-Control Child: Parenting/Teaching Children with ODD</span></a><br />
<br />
* ODD Support Group for Parents and Teachers</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-76631928158054410182010-01-27T15:14:00.001-05:002019-06-05T12:46:57.533-04:00ODD plus Depression/Anxiety: Case Studies<div dir="ltr" style="text-align: left;" trbidi="on">
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This is the other common combination with ODD. If you look at kids with ODD, probably 15-20% will have problems with their mood and even more are anxious. Here are some examples of how this can present:</div>
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Preschool Katherine—</div>
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Katherine is 4. She has not been an easy youngster. Her mom does not like to compare kids, but it is hard not to! Her brother is easy to get along with, excited, and energetic. She expected to have arguments with Katherine about doing a chore or task, but she ends up having an argument with Katherine about doing something fun! Katherine's first response to almost any activity is "No, I don't want to". Her mother has learned that if she can get Katherine out the door and to pre-school, for example, she does quite well once she is there. That is, as long as everything is going her way. It does not take much of a problem for Katherine to lose her temper. Two days ago she was called to preschool when another boy bumped Katherine and she dropped her cheese and cracker on the carpet. Katherine belted the youngster and screamed "I hate you, I hate this place, I hate it!" until her mother came. Of course the next day she was back again and things were going alright. Katherine's mother has some unusual memories, or at least she thinks so. She remembers last fall when they took Katherine horseback riding for the first time. Katherine's face showed true joy for a whole hour. Her mother did not know whether to cry or not, as she could not remember such an expression on her youngster's face before for more than a few moments. That memory makes her hopeful that somehow she can bring that joy back to Katherine.</div>
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It is not an easy task. The combination of being irritable and oppositional tests everyone's patience. She did not realize how stressful it was until she started bringing Katherine to a babysitter so she could go out and visit her friends. Finally she did not have to be thinking about how to keep Katherine from losing it every minute. She is finally coming to the decision that try as she might, she cannot make Katherine's life as smooth as Katherine wants it.</div>
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Elementary School Tommy—</div>
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Tommy is 11 years old. Tommy spends a lot of time in his room doing legos and making models. Then, all of a sudden there is a scream and stuff gets thrown around. If his parents are so unwise as to go up there, they will get to hear Tommy say that he hates this world, hates legos, and hates this stupid model. Then he will usually look up and say something awful to his parents. That is why they just leave him up there. He comes home from school crabby and throws his homework down and goes up plays in his room. His parents realize that he needs to get out and do something, but the only thing they can ever get him to do is go lift weights at the YMCA. Tommy's father has absolutely no interest in lifting weights, but he has done a pretty good job of convincing Tommy that he likes to go. That gets him out of the house about three times a week. As far as playing with other kids, unless his cousins come over, he won't play with anyone. His parents used to ask why and the answer was because no one likes me. Sad to say, it is not hard to figure out why Tommy would have that idea. When a friend comes over, he is so demanding and insists that the youngster do things just the way Tommy wants. Usually Tommy ends up sulking part of the time when he doesn't get his way. So now, his mom invites friends over for Tommy, but she plays right along side of the friend and Tommy. At least they aren't scared off that way.</div>
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At school, it is even worse. Everyone seems to know how easy it is to get Tommy to lose his temper. It happens almost every day. He bangs the desk, takes a swing at someone, swears, or kicks them. He is usually caught, and since he is so irritable anyway, the teachers hear a fair amount of defiance. Amazingly, he does pretty well in school once he gets going on something. This year he has changed classes. His old teacher was humble enough to admit that Tommy had pushed her too far and she could not take it any longer. She said she just could not remain professional. Tommy's mom knows how that could happen. Sometimes she just takes off for a walk when Tommy is driving her nuts. She knows she shouldn't leave him alone at home, but she figures if she doesn't go out in the woods for a walk there would be far greater dangers awaiting Tommy at home than if he was there alone. Tommy mostly wishes people would just stop bugging him. Once in awhile, right before bed, Tommy will ask him mom if it hurts to die or what it is like to be dead. She can't tell if he means it or is just saying that to bug her. She is afraid to even think about it.</div>
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High School Jeremy—</div>
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Jeremy is now 18. Things are going great for Jeremy this year. He is back in school, off drugs, and actually is getting along with his parents. In fact, he actually missed them when they went away. He has been helping his Dad put up dry wall after school. Both he and his parents are grateful for his recovery, but they wished they could have picked it up earlier, like when he was 12 or 13. That's when things really started to get worse. Jeremy had always had a hot temper and still does, but then it was unreal. At age 12 his parents would not let him go to a dance. He broke all the windows in their car. He lasted two months in 8th grade before he was suspended for fighting. Jeremy lost the few friends he had by getting kicked off the hockey team. He swore at a judge during a probation hearing and got two months in the Youth Center which was extended to six months after he tried to attack a guard. All the while he was so irritable and never happy. When he came home from the Youth centre he wanted to be able to drive. They said no, and he decided that was it and went out to hang himself in the barn. His parents still remember those words, "You'll all be f-ing better off without me and if you come after me I'll f-ing kill you, too". That horrible day was the turning point. It took five cops to get him to go to the hospital. It took a careful evaluation to figure out that he wasn't just oppositional, stubborn, and hot headed. He was very depressed, too. Now after 6 months of medical and non-medical interventions, he is 100% better. Jeremy admits that if he had to go back to living the way he was, he'd start thinking of suicide.</div>
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These examples show how very difficult the combination of ODD and depression can be for the family and the youngster. Often the depression gets mixed in the midst of dealing with the aggression and defiance. I commonly run across kids like Jeremy who have been oppositional and depressed but no one ever notices the depression until they make a suicide attempt. Looking for depression in ODD children is very important.</div>
<br />
<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-weight: bold;">==> My Out-of-Control Child: Parenting/Teaching Children with ODD</span></a><br />
<br />
* ODD Support Group for Parents and Teachers</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-19640020084389118132010-01-27T15:03:00.002-05:002019-06-04T10:23:23.899-04:00ODD plus ADHD: Case Studies<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>If a child comes to a clinic and is diagnosed with ADHD, about 30-40% of the time the child will also have ODD. Here are some examples of how this looks across ages:</b></div>
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Pre-school Kaylee—</div>
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Kaylee is now 4 years old. Her parents were very excited when she turned four that perhaps that would mean that the terrible twos were finally over. They were not. Her parents are very grateful that the Grandparents are nearby. The grandparents are grateful that Kaylee's aunts and uncles live nearby. Kaylee's Aunt is grateful that this is her niece, not her daughter. Why? Kaylee requires an incredible combination of strength, patience, and endurance.</div>
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Kaylee begins her day by getting up early and making noise. Her father unfortunately has mentioned how much this bothers him. So she turns on the TV, or if that has been mysteriously disconnected, bangs things around until her parents come out. Breakfast is the first battleground of the day. Kaylee does not like what is being served once it is placed in front of her. She seems to be able to sense how hurried her parents are. When they are very rushed, she is more stubborn and might refuse it altogether. It would be a safe bet that she would tell her Mom that the toast tastes like poop. This gets her the first “time out” of the day.</div>
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In the mornings she goes to pre-school or goes off with her grandmother or over to her aunts. Otherwise Kaylee's mother is unable to do anything. Kaylee cannot entertain herself for more than a few moments. She likes to spend her time purposefully annoying her mom, at least so it seems. Kaylee will demand over and over that she wants something (e.g., play dough). She knows it must be made first. So her mom finally gives in and makes it. Kaylee plays with it about one minute and says, "Let’s do something" . Her mother reminds her that they are doing something, the very thing that Kaylee has been demanding for the last hour. "No, let’s do something else"</div>
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So after Kaylee's mother screamed so hard she was hoarse when her husband came home, Kaylee gets to go out almost every morning. At preschool she is almost perfect, but will not ever do exactly what the teacher wants. Only once has she had a tantrum there. Kaylee gets along with the other children as long as she can tell them what to do.</div>
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Her grandmother and Aunt all follow the same “time out” plan. This means she goes to a certain room until she calms down. The room is empty now at Kaylee's grandmother. Kaylee broke the toys, and they were removed. She banged the furniture around and it was removed. What sets Kaylee off is not getting to do what Kaylee wants. She screams, tells people she hates them, and swings pretty hard for a four old. After a half hour it is usually over, but not always. Kaylee will usually tell her mom or Grandmother about these tantrums. The story is always twisted a little. For example, Kaylee will tell her Grandmother that her mom locked her in her room because she was watching TV. Her grandmother used to believe these stories, and Kaylee could tell the whole story of how she was watching this show, and her mom just came in and dragged her to her room.<br />
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Now it turns out that Grandma doesn't think much of TV anyways, and so this made a certain amount of sense to her. This led to more than one heated argument between the Grandma and her mom. Of course there was almost no truth to this at all. It took the tables being turned for the Grandma to really believe that her Granddaughter could set up an argument like this. Kaylee came home and told her mom that Grandma let her eat four cookies and an ice cream cone for a treat and that she was very full. Kaylee's mom doesn't think much of treats, and could see how this might happen and thought she would have to talk to her mom. Finally they both realized what Kaylee was doing.</div>
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Most of the afternoon with Kaylee is spent chasing her around trying to wear her out. It doesn't seem to work, but it is worth a try. When she is at her aunts, she tries to wreck her cousin’s stuff. When is she good? When there are no other cousins around and she has the complete attention of her Aunt or Grandpa.</div>
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Kaylee loves the bedtime battle. She also loves to go to the Mall. But she never gets to go there or hardly anywhere else. She acts up so badly that her family is very embarrassed. Her mother shops and visits only when Kaylee goes to preschool. It is hard to know who is more excited about Kaylee going to school next year, her mother or Kaylee!</div>
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Elementary School Toby—</div>
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Toby is 10. Toby's day usually starts out with arguing about what he can and can not bring to school. His mother and his teacher have now made out a written list of what these things are. Toby was bringing a calculator to school and telling his teacher that his mother said it was alright. At first his teacher wondered about this, but Toby seemed so believable. Then Toby brought a little (Toby's words) knife. That led to a real understanding between the teacher and Toby's mother.</div>
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Toby does not go to school on the bus. He gets teased and then retaliates immediately. Since it is impossible to supervise bus rides adequately, his parents and the school gave up and they drive him to school. It is still hard to get him there on time. As the time to leave approaches, he gets slower and slower. Now it is not quite as bad because for every minute he is late he loses a dime from his daily allowance.<br />
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Once at school, he usually gets into a little pushing with the other kids in those few minutes between his mother's eyes and the teacher's. The class work does not go that badly now. Between the daily allowance which is geared to behavior and his medicine, he manages alright. This is good for everyone. At the beginning of the school year he would flip desks, swear at the teacher, tear up his work and refuse to do most things. Looking back, the reasons seem so trivial. He was not allowed to go to the bathroom, so he flipped his desk. He was told to stop tapping his pencil, so he swore at the teacher.</div>
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Recess is still the hardest time. Toby tells everyone that he has lots of friends, but if you watch what goes on in the lunch room or on the playground, it is hard to figure out who they are. Some kids avoid him, but most would give him a chance if he wasn't so bossy. The playground supervisor tries to get him involved in a field hockey game every day. He isn't bad at it, but he will not pass the ball, so no one really wants him on his team.</div>
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After school was the time that made his mom seriously considered foster care. The home work battle was horrible. He would refuse to do work for an hour, then complain, break pencils and irritate her. This dragged 30 minutes of work out to two hours. So, now she hires a tutor. He doesn't try all of this on the tutor, at least so far. With no home work, he is easier to take. But he still wants to do something with her every minute. Each day he asks her to help him with a model or play a game at about 4:30.<br />
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Each day she tells him she cannot right now as she is making supper. Each day he screams out that she doesn't ever do anything with him, slams the door, and goes in the other room and usually turns the TV on very loud. She comes up, tells him to turn it down three times. He doesn't and is sent to his room. She calculated that she has made about 1500 suppers since he was five years old. Could it be that they have gone through this 1500 times? She decides this is not a good thought to follow through. After supper Toby's dad takes over and they play some games together and usually it goes fine for about an hour. Then it usually ended in screaming. So Toby's grandmother had the bright idea of inviting them over for desert at about 8:00 pm most nights. But what about days when there is no school? Toby's parents try very hard not to think about that.</div>
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High School Courtney—</div>
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Courtney is 15. She is in ninth grade, and from her grades, you would say there is no big problem. She is passing everything, but her teachers always comment that she is capable of much more if she tried. If they gave marks for getting along with others, it would be a different story. Courtney's best friend is currently doing a 6 month sentence for vandalism and shoplifting. Courtney and Robin have been friends since fall, if you can call it that. Since Courtney has almost no other friends, she will do anything to be Robin’s friend. At least that is what her parents think. Courtney thinks it is "cool" that Robin is at the MCYC Youth Center. One sign of this friendship was that Courtney almost always gave her lunch money to Robin. Why? Because Robin wanted it. Courtney thought that Robin was her friend, but everyone could see that Robin was just using her.<br />
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What seemed saddest to Courtney's parents is that Courtney could not see this at all. But this was nothing new. She would make a friend, smother them with attention, and that would be the end of it. Or, the friend would not do exactly what Courtney wanted and there would be a big fight, and it would be over. But mostly Courtney complained that everyone bugged her. What seemed to save Courtney was the nursing home. Somewhere along the way Courtney got involved working there. To hear the staff there talk about her, you would never guess it was the same girl. Helpful, kind, thoughtful - they couldn't say enough good about her. In fact her parents joked that maybe if they all moved to the nursing home, it would stop the fighting at home.<br />
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They figured it out when another teenager volunteered to help one of the same afternoons as Courtney. Unfortunately the "other" Courtney came out. She was tattling, annoying, disrespectful and hard to get along with. Courtney could get along with any one, as long as they weren't her age, a teacher, or a relative!</div>
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These examples stress some of the common features of this comorbid combination. Extremely major social problems with relatively little academic problems are common. Recent research suggests that all things being equal, females with ODD plus ADHD have significantly worse social problems than males with ODD plus ADHD. Courtney in the example above illustrates this.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-weight: bold;">==> My Out-of-Control Child: Parenting/Teaching Children with ODD</span></a></div>
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* ODD Support Group for Parents and Teachers</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2546065234931168211.post-83535872076345942532010-01-27T14:39:00.003-05:002019-06-03T10:02:27.735-04:00Dealing with ODD Students<div dir="ltr" style="text-align: left;" trbidi="on">
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What is ODD?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyzfF_KwD_4gvYSamZIW0KRGEjCUgvRB4h32mAVkBH_wQLnNN7cWDPAx6exn-VQcez07QXXfu3nxg5bPvE6ImwHqJeQ5WGJJa66CLx7eJzkBHsiqZ-H99iEMeDenvGu90iwybTt0cfXt6v/s1600-h/ODD+student.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5431506859144558018" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyzfF_KwD_4gvYSamZIW0KRGEjCUgvRB4h32mAVkBH_wQLnNN7cWDPAx6exn-VQcez07QXXfu3nxg5bPvE6ImwHqJeQ5WGJJa66CLx7eJzkBHsiqZ-H99iEMeDenvGu90iwybTt0cfXt6v/s400/ODD+student.jpg" style="float: left; height: 124px; margin: 0pt 10px 10px 0pt; width: 93px;" /></a>Oppositional Defiant Disorder is the most common psychiatrically diagnosed behavioral disorder in kids that usually persists into adulthood. Kids with OPPOSITIONAL DEFIANT DISORDER are often easily annoyed and deliberately annoying to other people. They repeatedly lose their temper, argue with adults, refuse to comply with rules and directions, and blame others for their mistakes. Stubbornness and testing limits are common, even in early childhood. They are often touchy, angry and resentful; spiteful and vindictive; speak harshly and unkind when upset, seek revenge and have frequent temper tantrums. They are manipulative and often induce discord in those around them. The primary behavioral difficulty however is their consistent pattern of refusing to follow the commands or requests by adults. Symptoms of OPPOSITIONAL DEFIANT DISORDER are usually seen in multiple settings, but may be more noticeable at home or at school.</div>
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All kids display most of these behaviors from time to time and oppositional behavior is often a normal part of development for the two to three year old and early adolescent. However, kids with OPPOSITIONAL DEFIANT DISORDER display these behaviors more frequently and over a long period of time (i.e. six months or more) and to the extent that these behaviors interfere with learning, school adjustment and sometimes social relationships.</div>
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Who Gets ODD?</div>
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Five to 15% percent of all school-age kids have OPPOSITIONAL DEFIANT DISORDER. In younger kids it is more common in boys than girls, but as they grow older, the rate is the same in males and females. Some kids with OPPOSITIONAL DEFIANT DISORDER may go on to develop the more serious Conduct Disorder (CD) which is characterized by aggressive, criminal and violent behaviors. Thus, OPPOSITIONAL DEFIANT DISORDER is sometimes a precursor of Conduct Disorder. And, although much of the literature tends to lump ODD and CD together, they seem to be distinct entities. Conduct disorder has a genetic component, OPPOSITIONAL DEFIANT DISORDER does not.</div>
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What Causes ODD?</div>
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The causes of OPPOSITIONAL DEFIANT DISORDER are unknown, but biological and environmental factors may have a role. The quality of the youngster's family life in particular seems to be an important factor in the development of OPPOSITIONAL DEFIANT DISORDER. Some studies have found that certain environmental factors in the family increase the risk of disruptive behavior disorders including: poor parenting skills, domestic violence, physical abuse, sexual abuse, neglect, poverty and substance abuse by parents or caregivers. Some students develop OPPOSITIONAL DEFIANT DISORDER as a result of stress and frustration from divorce, death or loss of a family member. OPPOSITIONAL DEFIANT DISORDER may also be a way of dealing with depression or the result of inconsistent rules and behavior standards.</div>
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Diagnosing ODD—</div>
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A youngster showing symptoms of OPPOSITIONAL DEFIANT DISORDER should have a comprehensive evaluation because the diagnosis of OPPOSITIONAL DEFIANT DISORDER is not always straight forward. Therefore it needs to be made by a psychiatrist or some other qualified mental health professional after a comprehensive evaluation. The youngster must be evaluated for other disorders as well since OPPOSITIONAL DEFIANT DISORDER usually does not exist alone. OPPOSITIONAL DEFIANT DISORDER commonly occurs in conjunction with anxiety disorders and depressive disorders. Fifty to sixty-five percent of kids with OPPOSITIONAL DEFIANT DISORDER have ADHD, 35% develop some form of affective disorder, 20% have some form of mood disorder such as depression or anxiety and 15% develop some form of personality disorder. If the youngster has ADHD, mood disorders, or anxiety disorders, these other problems must be addressed before you can begin to work with the Oppositional Defiant Disorder component. It will be difficult to improve the symptoms of OPPOSITIONAL DEFIANT DISORDER without treating the coexisting disorder.</div>
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Treating ODD—</div>
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The treatment of OPPOSITIONAL DEFIANT DISORDER may include: Parent Training Programs to help manage the youngster's behavior, Individual Psychotherapy to develop more effective anger management, Family Psychotherapy to improve communication, Cognitive-Behavioral Therapy to assist problem solving and decrease negativity, and Social Skills Training to increase flexibility and improve frustration tolerance. However, below are suggested behavioral and instructional classroom strategies that can be used for kids with OPPOSITIONAL DEFIANT DISORDER.</div>
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Behavioral Strategies and Approaches for Kids with ODD—</div>
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Getting a reaction out of others is the chief hobby of kids with OPPOSITIONAL DEFIANT DISORDER. 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 youngster. Plan in advance what to do when this student engages in certain behaviors and be prepared to follow through calmly.</div>
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• Address concerns privately. This will help to avoid power struggles as well as an audience for a potential power struggle.</div>
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• Always listen to this student. Let him/her talk. Don't interrupt until he/she finishes.</div>
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• Ask parents what works at home.</div>
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• 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.</div>
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• Avoid making comments or bringing up situations that may be a source of argument for them.</div>
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• Decide which behaviors you are going to ignore. Most kids with OPPOSITIONAL DEFIANT DISORDER are doing too many things you dislike to include all of them in a behavior management plan. Thus, target only a few important behaviors, rather than trying to fix everything.</div>
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• 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.</div>
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• Establish a rapport with the OPPOSITIONAL DEFIANT DISORDER youngster. If this youngster perceives you as reasonable and fair, you'll be able to work more effectively with him or her.</div>
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• Give the OPPOSITIONAL DEFIANT DISORDER 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.</div>
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• 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.</div>
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• Make this student a part of any plan to change behavior. If you don't, you'll become the enemy.</div>
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• 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.</div>
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• Praise students when they respond positively.</div>
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• Provide consistency, structure, and clear consequences for the student’s behavior.</div>
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• When decisions are needed, give two choices or options. State them briefly and clearly. Students with OPPOSITIONAL DEFIANT DISORDER are more likely to complete or perform tasks that they have chosen. This also empowers them to make other decisions.</div>
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• When you see an OPPOSITIONAL DEFIANT DISORDER youngster 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.</div>
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Instructional Strategies and Classroom Accommodations for the ODD Student—</div>
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• Allow the OPPOSITIONAL DEFIANT DISORDER student to redo assignments to improve their score or final grade.</div>
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• Establish clear classroom rules. Be clear about what is nonnegotiable.</div>
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• 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.</div>
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• Minimize downtime and plan transitions carefully. Students with OPPOSITIONAL DEFIANT DISORDER do best when kept busy.</div>
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• Pace instruction. When the student with OPPOSITIONAL DEFIANT DISORDER 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.</div>
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• Post the daily schedule so the student will know what to expect.</div>
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• Select materials that encourage student interaction. Students with OPPOSITIONAL DEFIANT DISORDER need to learn to talk to their peers and to adults in an appropriate manner. All cooperative learning activities must be carefully structured, however.</div>
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• Structure activities so the student with OPPOSITIONAL DEFIANT DISORDER is not always left out or is the last person picked.</div>
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• 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.</div>
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<a href="https://www.myoutofcontrolteen.com/ODD-child.html" target="_blank"><span style="font-weight: bold;">==> My Out-of-Control Child: Parenting/Teaching Children with ODD</span></a></div>
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* ODD Support Group for Parents and Teachers</div>
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