Definition
Oppositional defiant disorder (ODD) is a disorder found primarily in children and adolescents. It is characterized by negative, disobedient, or defiant behavior that is worse than the normal "testing" behavior most children display from time to time. Most children go through periods of being difficult, particularly during the period from 18 months to three years, and later during adolescence. These difficult periods are part of the normal developmental process of gaining a stronger sense of individuality and separating from parents. ODD, however, is defiant behavior that lasts longer and is more severe than normal individuation behavior, but is not so extreme that it involves violation of social rules or the rights of others.
The mental health professional's handbook, Diagnostic and Statistical Manual of Mental Disorders , fourth edition, text revision (DSM-IV-TR ), classifies ODD as a disruptive behavior disorder.
http://www.encyclopedia.com/topic/Oppositional_defiant_disorder.aspx https://www.youtube.com/watch?v=bG6XQwfIyXs
Symptoms
- Includes at least four symptoms from any of these categories — angry and irritable mood; argumentative and defiant behavior; or vindictiveness
- Occurs with at least one individual who is not a sibling
- Causes significant problems at work, school or home
- Occurs on its own, rather than as part of the course of another mental health problem, such as a substance use disorder, depression or bipolar disorder
- Lasts at least six months
- Often loses temper
- Is often touchy or easily annoyed by others
- Is often angry and resentful
- Often argues with adults or people in authority
- Often actively defies or refuses to comply with adults' requests or rules
- Often deliberately annoys people
- Often blames others for his or her mistakes or misbehavior
- Is often spiteful or vindictive
- Has shown spiteful or vindictive behavior at least twice in the past six months
Educational Implications
Instructional Strategies and Classroom Accommodations
- Remember that students with ODD tend to create power struggles. Try to avoid these verbal exchanges. State your position clearly and concisely.
- Choose your battles wisely.
- Give 2 choices when decisions are needed. State them briefly and clearly.
- Establish clear classroom rules. Be clear about what is nonnegotiable.
- Post the daily schedule so students know what to expect.
- Praise students when they respond positively.
- Avoid making comments or bringing up situations that may be a source of argument for them.
- 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.
- Avoid 'infantile' materials to teach basic skills. Materials should be positive and relevant to students' lives.
- Pace instruction. When students with ODD have completed a designated amount of a non-preferred activity, reinforce their cooperation by allowing them to do something they prefer or find more enjoyable or less difficult.
- Allow sharp demarcation to occur between academic periods, but hold transition times between periods to a minimum.
- Systematically teach social skills, including anger management, conflict resolution strategies, and how to be assertive in an appropriate manner.
- Discuss strategies that the students may use to calm themselves when they feel their anger escalating. Do this when students are calm.
- Praise students when they respond positively.
- Provide consistency, structure, and clear consequences for the student's behavior.
- Select material that encourages student interaction. Students with ODD need to learn to talk to their peers and to adults in an appropriate manner. However, all cooperative learning activities must be carefully structured.
- Minimize downtime and plan transitions carefully. Students with ODD do best when kept busy.
- Maximize the performance of low-performing students through the use of individualized instruction, cues, prompting, the breaking down of academic tasks, debriefing, coaching, and providing positive incentives.
- Allow students to redo assignments to improve their score or final grade.
- Structure activities so the student with ODD is not always left out or is the last one picked.
- Ask parents what works at home.
Sometimes it's difficult to recognize the difference between a strong-willed or emotional child and one with oppositional defiant disorder. It's normal to exhibit oppositional behavior at certain stages of a child's development.
Signs of ODD generally begin during preschool years. Sometimes ODD may develop later, but almost always before the early teen years. These behaviors cause significant impairment with family, social activities, school and work.
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published by the American Psychiatric Association, lists criteria for diagnosing ODD. This manual is used by mental health providers to diagnose mental conditions and by insurance companies to reimburse for treatment.
DSM-5 criteria for diagnosis of ODD show a pattern of behavior that:
DSM-5 criteria for diagnosis of ODD include both emotional and behavioral symptoms.
Angry and irritable mood:
Argumentative and defiant behavior:
Vindictiveness:
These behaviors must be displayed more often than is typical for your child's peers. For children younger than 5 years, the behavior must occur on most days for a period of at least six months. For individuals 5 years or older, the behavior must occur at least once a week for at least six months.
http://www.mayoclinic.org/diseases-conditions/oppositional-defiant-disorder/basics/symptoms/con-20024559
Students with ODD may consistently challenge class rules, refuse to do assignments, and argue or fight with other students. This behavior can cause significant impairment in both social and academic functioning. The constant testing of limits and arguing can create a stressful classroom environment.
