Behaviour Management Thread

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The definition of Behaviour Management is managing your behaviour to make others behave

[Zorglub]

....manipulation of the masses eh?....

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MINIMISING DISRUPTIVE BEHAVIOUR IN THE CLASSROOM

A PRO-ACTIVE APPROACH CHECKLIST

Rules




Are rules displayed?Are the rules positively stated? Are there less than six rules?
Do the students know the rules?
Do you use rule specific praise? (eg: You’re using a quiet voice)
Do you use rule reminders?
Consequences
Are positive consequences established for rule compliant behaviour?
Are positive rewards displayed? (eg a reward menu)
Is there a hierarchy of negative consequences for non-compliant behaviour?
Do the students know the negative consequences?
Are all consequences (positive/negative) applied consistently?
Is labelled praise used frequently? (catch them being good)
Seating
Do desks face a common point?
Are the desks arranged in rows?
Is every student visible from the teacher's desk?
Are easily distracted students seated away from sources of distraction such as windows/notice boards?
Do the students have easy access to their desk, teacher's desk and any materials/books they may need'
Is there an established time out/quiet area?
Routines
Is there an established timetable?
Do the students have a copy?
Does the class have an established routine for lining up?
Does the class have an established routine for moving from their desks to the playground?
Does the class have an established routine when a class visitor arrives?
Do the students have jobs/responsibilities assigned to them?
Are the students prepared when changes in routine occur? (discuss/inform them ahead of time)
Are there established routines for moving around the classroom eg to reading groups?
Are there regular brief lesson breaks to renew motivation and interest?
Classroom Materials
Does the class have established routines for book distribution/collection?
Is spare equipment (pencils, pens, rulers etc) available to borrow?
Are the students aware of what to do a) if they finish quickly? b) if they have difficulty with their work?
Are classroom materials stored in easily accessible, labelled areas/cupboards?

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GETTING STUDENTS INVOLVED


SOME INNOVATIVE ACTIVITIES

Although we may want to teach so skillfully that we rivet our students' attention from the first day of class until the last, sometimes teachers fall back on the same old handouts and activities that have been at least moderately successful in the past. Sometimes these less-than-fresh activities result in less-than-interested students with all of their attendant disci­pline problems.

Skillful teaching means lessons that promote interest, discovery, creativity, involve­ment, and—ultimately—success. If we want to promote self-discipline through skillful teaching practices, then we need to provide our students with activities that are innovative and challenging.

Fortunately, the possibilities are endless. Here is a list of activities that should help you get unglued from those activities you may have become accustomed to using. While these get your students busy discovering information for themselves, you will be able to enjoy the benefits of the positive learning climate created by pupils who are fully engaged in their work.
§ Create an advertisement for a magazine or newspaper.
§ Make up test questions.
§ Rename an object.
§ Create a puzzle.
§ Solve a puzzle.
§ Create a classified advertisement.
§ Rewrite a story.
§ Analyze a television show.
§ Create a time capsule.
§ Write an autobiographical sketch.
§ Translate something into English or into another language.
§ Create and wear a badge or button.
§ Create a scrapbook.
§ Hold a banquet.
§ Make a timeline.
§ Write a biography.
§ Create a treasure chest.
§ Invent a board game.
§ Make a chart.
§ Make a sculpture.
§ Create an anthology.
§ Design a bumper sticker.
§ Write a caption.

§ Make a mosaic.

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• Hold a treasure hunt.
• Make a collage.
• Host a talk show.

§ Create a wall of fame

§ Draw a comic strip.
§ Stage a mock trial.
§ Write a commercial for radio or television
§ Write a memo.
§ Design a computer program.
§ Have a panel discussion.
§ Enter a contest.
§ Hold a contest.
§ Publish a cookbook.
§ Make a video.
§ Cook foods from another culture.
§ Make a brochure.
§ Design costumes.
§ Debate an issue.
§ Produce a children's book.
§ Volunteer your services.
§ Be a critic.
§ Teach the class for the day.
§ Invent a dialogue.
§ Demonstrate how to do anything.
§ Draw a diagram.
§ Write an expose.
§ Hold a fair.
§ Invent a new school cheer.
§ Entertain invited guests.
§ Take a field trip.
§ Write a first-hand report.
§ Put on a talent show.
§ Make flash cards.
§ Make a flip book.
§ Write a parody.
§ Make a tabloid newspaper.
§ Create a flow chart.
§ Create a class yearbook.
§ Set up your own art gallery.

• Conduct a survey.
• Create a graffiti wall
• Create a greeting card
• Make a flag
• Design a postage stamp
• Write a letter to a well-known person.
• Illustrate a book.
• Interview someone.
• Invent a better way.
• Write a letter to the editor.
• Sing a song.
• Send a message in a bottle.
• Create a class newsletter.
• Make a map.
• Stage a play or class skit.
• Write the first installment of a novel.
• Observe an unusual holiday
• Stage an Academic Olympics
• Write to a pen pal
• Make a sketch book
• Take photographs.
• Design a postcard and send it.
• Plan a journey.
• Hold a press conference.
• Hold a recognition ceremony.
• Create a shadowbox.
• Make up a questionnaire.
• Produce a puppet show.

§ Create a television show.

• Invent a game.
• Make 3 Sip chart.
• Decorate a bulletin board.
• Create a radio show.
• Read a book aloud
• Design a T-shirt.
• Design a banner.
• Reenact an event.
• Pass a note.

Reference: Discipline Survival Kit for the Secondary Teacher: Julia Thompson

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Teaching a Thinking Skill

§ Introduce skill
Give several examples
Discuss its importance
(when, where, how to use it)
§ Explain mental processes to do the thinking, model the process
§ Let students practice the skill several times using personal, easy to understand content
§ Put the skill into the content of your academic content
§ Model, model, model, model!


Classifying

Grouping items into definable categories based on their attributes.

Questions the process helps explore:
§ What things do I want to classify?
§ What groups can I put things into?
§ What are the rules governing membership in these groups?
§ What are the defining characteristics of each group?

Choice Box

Items to be classified:




Category 1
Category 2
Category 3







Rule:









Rule:







Rules:

Steps in the process:
* Identify the items you want to classify.
* Select what seems to be an important item and
identify other items like it based on their
attributes.
* State the rule that describes the membership in
this category.
* Select another item and identify others that are
like it.
* Repeat the previous two steps until all items
are classified and each category has a rule that
describes it.
* If necessary, combine categories or split them
into smaller categories and state the rules for
those categories.






Optional Graphic Organiser:

Affinity Diagram (List Group Label)

Example: Classify orchestral instruments by the categories of ‘wind’, ‘struck’ or ‘plucked’.

You will need: post-it notes, pens, large board to post notes

This tool allows everyone to have an opinion and then through the process of substantive communication to group and label into areas that can be used for further study or work.

It will help you (the teacher) establish the level of knowledge (connectedness)in the group before moving on to the next activity.

Step 1 Write up focus question and allow students to think individually for a few minutes.
Step 2 Everyone writes their comments on individual post-it notes.
Step 3 Post the notes on a board so that everyone can see them.
Step 4 Have a few students categories the notes into common groups.
Step 5 Read out the groups and have students discuss and label.

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Taking the HASSLEout

- HeadingAllSchools and Students towards an effective Learning Environment -

with
Quality teaching

Section: Quality teaching

Links: Practical Strategies and Qt

Click on one of the following links to preview the information.

1. Workshop outline

2. Practical Strategies

3. Improving Behaviour through a focus on Quality teaching – strategies brainstormed and discussed at staff workshops

4. Some Quality teaching elements linked to classroom behaviour – elements and classroom application

5. Understanding some elements of Quality teaching – expectations, Inclusivity, self-regulation and engagement.

Designed byMelanie Meers, Debbie Barrott & Christine Drinan
2005

Taking the HASSLEout

- HeadingAllSchools and Students towards an effective Learning Environment -

with
Quality teaching

Section: Behaviour Management

Links: Effective Management

Click on one of the following links to preview the information.

1. Behaviour Management Questions

2. Behaviour Management – what not to do

3. Minimising Disruptive Behaviour in the classroom

4. Basic Principles of Effective Behaviour Management

Designed byMelanie Meers, Debbie Barrott & Christine Drinan
2005

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Taking the HASSLEout

- HeadingAllSchools and Students towards an effective Learning Environment -

with
Quality teaching

Section: Learning Support

Links: Classroom Environment

Click on one of the following links to preview the information.


1. Strategies and Ideas for lesson planning – class teacher

2. Strategies and Ideas for lesson planning – secondary

3. Seating Plan – discussing the benefits of rows

4. Responsibility – questions to discuss with students to develop an understanding of responsibility

5. Transition within the lesson

6. Establishing a routine

7. Thinker’s Keys – activities to try with your class when creating a learning environment – base don Michael Pohl’s model

Designed byMelanie Meers, Debbie Barrott & Christine Drinan
2005

Taking the HASSLEout

- HeadingAllSchools and Students towards an effective Learning Environment -

with
Quality teaching


Section: Learning Support

Links: Visual Cues

Click on one of the following links to preview the information.

1. Do your best work

2. Do your best work 2

3. Arrive on time

4. Bring your equipment

5. Complete classwork

6. Complete classwork - boy

7. Hand up – boy

8. Hand up – pair

9. If you need help ask

Designed byMelanie Meers, Debbie Barrott & Christine Drinan


2005

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CHILDREN WITH OPPOSITIONAL DEFIANT DISORDER

All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. They may argue, talk back, disobey, and defy parents, teachers, and other adults. Oppositional behaviour is often a normal part of development for two to three year olds and early adolescents. However, openly uncooperative and hostile behaviour becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child's social, family, and academic life.
In children with Oppositional Defiant Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behaviour toward authority figures that seriously interferes with the youngster's day to day functioning. Symptoms of ODD may include:

• frequent temper tantrums
• excessive arguing with adults
• active defiance and refusal to comply with adult requests and rules
• deliberate attempts to annoy or upset people
• blaming others for his or her mistakes or misbehaviour
• often being touchy or easily annoyed by others
• frequent anger and resentment
• mean and hateful talking when upset
• seeking revenge

The symptoms are usually seen in multiple settings, but may be more noticeable at home or at school. Five to fifteen percent of all school-age children have ODD. The causes of ODD are unknown, but many parents report that their child with ODD was more rigid and demanding than the child's siblings from an early age. Biological and environmental factors may have a role.
A child presenting with ODD symptoms should have a comprehensive evaluation. It is important to look for other disorders which may be present; such as, attention-deficit hyperactive disorder (ADHD), learning disabilities, mood disorders (depression, bipolar disorder) and anxiety disorders. It may be difficult to improve the symptoms of ODD without treating the coexisting disorder. Some children with ODD may go on to develop called conduct disorder.

Treatment of ODD may include: Parent Training Programs to help manage the child's behaviour, Individual Psychotherapy to develop more effective anger management, Family Psychotherapy to improve communication, Cognitive-Behavioural Therapy to assist problem solving and decrease negativity, and Social Skills Training to increase flexibility and improve frustration tolerance with peers.






A child with ODD can be very difficult for parents. These parents need support and understanding. Parents can help their child with ODD in the following ways:

• Always build on the positives, give the child praise and positive reinforcement when he shows flexibility or cooperation.
• Take a time-out or break if you are about to make the conflict with your child worse, not better. This is good modelling for your child. Support your child if he decides to take a time-out to prevent overreacting.
• Pick your battles. Since the child with ODD has trouble avoiding power struggles, prioritise the things you want your child to do. If you give your child a time-out in his room for misbehaviour, don't add time for arguing. Say "your time will start when you go to your room."
• Set up reasonable, age appropriate limits with consequences that can be enforced consistently.
• Maintain interests other than your child with ODD, so that managing your child 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 child.
• Manage your own stress with exercise and relaxation. Use respite care as needed.

Many children with ODD will respond to the positive parenting techniques. Parents may ask their paediatrician or family physician to refer them to a child and adolescent psychiatrist, who can diagnose and treat ODD and any coexisting psychiatric condition.

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CONDUCT DISORDER

"Conduct disorder" is a complicated group of behavioural and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. They are often viewed by other children, adults and social agencies as "bad" or delinquent, rather than mentally ill.
Children or adolescents with conduct disorder may exhibit some of the following behaviours:

Aggression to people and animals

• bullies, threatens or intimidates others
• often initiates physical fights
• has used a weapon that could cause serious physical harm to others (e.g. a bat, brick, broken bottle, knife or gun)
• is physically cruel to people or animals
• steals from a victim while confronting them (e.g. assault)
• forces someone into sexual activity

Destruction of Property

• deliberately engaged in fire setting with the intention to cause damage
• deliberately destroys other's property

Deceitfulness, lying, or stealing

• has broken into someone else's building, house, or car
• lies to obtain goods, or favours or to avoid obligations
• steals items without confronting a victim (e.g. shoplifting, but without breaking and entering)

Serious violations of rules

• often stays out at night despite parental objections
• runs away from home
• often truant from school

Children who exhibit these behaviours should receive a comprehensive evaluation. Many children with a conduct disorder may have coexisting conditions such as mood disorders, anxiety, PTSD, substance abuse, ADHD, learning problems, or thought disorders which can also be treated. Research shows that youngsters with conduct disorder are likely to have ongoing problems if they and their families do not receive early and comprehensive treatment. Without treatment, many youngsters with conduct disorder are unable to adapt to the demands of adulthood and continue to have problems with relationships and holding a job. They often break laws or behave in an antisocial manner.

Many factors may contribute to a child developing conduct disorder, including brain damage, child abuse, genetic vulnerability, school failure, and traumatic life experiences.

Treatment of children with conduct disorder can be complex and challenging. Treatment can be provided in a variety of different settings depending on the severity of the behaviours. Adding to the challenge of treatment are the child's uncooperative attitude, fear and distrust of adults. In developing a comprehensive treatment plan, a child and adolescent psychiatrist may use information from the child, family, teachers, and other medical specialties to understand the causes of the disorder.

Behaviour therapy and psychotherapy are usually necessary to help the child appropriately express and control anger. Special education may be needed for youngsters with learning disabilities. Parents often need expert assistance in devising and carrying out special management and educational programs in the home and at school. Treatment may also include medication in some youngsters, such as those with difficulty paying attention, impulse problems, or those with depression.


Treatment is rarely brief since establishing new attitudes and behaviour patterns takes time. However, early treatment offers a child a better chance for considerable improvement and hope for a more successful future.

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Erikson's Five Stages of Emotional Growth
First Stage: Trust vs. Mistrust
Learning trust is the first step in the development of a healthy, independent person. Trust is learned in an environment of comfort and safety, where fear and apprehension are minimized. Ideally, children establish a positive outlook on life and their place in it.
At emotional growth schools, a great deal of emphasis is placed on warm, comfortable surroundings and abundant, healthy food. The earliest phase of emotional growth education focuses on boundaries, honesty, and predictability. The child learns that there is safety in "no." They are taught that truth can free you from fear.
Second Stage: Autonomy vs. Shame or Doubt
During the second developmental phase, a child begins to explore independence. The challenge is for parents and other responsible adults to allow the child to experience free will, safety, and self-confidence within boundaries. If a child is too restrained or punished for asserting autonomy, the result can be lasting shame and self-doubt.
At emotional growth schools, autonomy is encouraged. Students are challenged to accept boundaries within agreements, make new choices, and develop new behaviour. Children are supported in balancing the influence of peer groups against personal responsibility. They also are encouraged to support healthy choices by their peers. A guiding principle is: "The harder the truth is to tell, the better the friend who tells it."
Third Stage: Initiative vs. Guilt
As the child's world expands to include others, challenges increase. According to Erikson, the primary challenge now is for the child to accept responsibility for possessions, actions, and choices. Responsibility increases initiative. However, responsibility is learned gradually, and if children are punished too harshly for lapses, the result may be feelings of guilt that slow or stop initiative.
At emotional growth schools, children are given an opportunity for leadership. They are encouraged to outgrow irresponsible behaviour and let go of any guilt associated with bad choices in the past. The guiding belief is: "Guilt stops growth."
Fourth Stage: Industry vs. Inferiority.
At this stage, the child needs to be encouraged to take on the challenge of learning. Erikson stressed that it is important for teachers to stimulate a sense of adventure by giving children the opportunity to accomplish tasks they once believed were beyond their capabilities. A child who does not successfully complete this stage may develop a sense of incompetence and inferiority.
At emotional growth schools, the middle phases are times of exploration of limits -- physical and intellectual. Children are exposed to experiences in which they can learn new things and confront old beliefs. Classroom teachers, as well as counsellors, are a critical part of this learning phase. Success in acquiring new skills and knowledge is critical at this stage if the student is to feel competent in taking on new challenges. Life-long learning is a concept that is discussed and modelled by staff. For many students, academic achievement far exceeds their previous attempts.
"Somewhere inside of you is a giant."
Fifth Stage: Identity vs. Identity Confusion.
At this critical stage, the young person must begin to learn who they are, and to separate from their family and peer group. Future hopes, plans, and direction come from a clear understanding of one's interests and unique abilities. Failure to accomplish this task leads to identity confusion.
Children not allowed to be who they are, who have an identity forced on them by over-controlling parents, or who succumb to the mass culture's reverence for style rather than substance are at risk of falling into the "rebel or robot" syndrome. Lacking their own identity, both rebels and robots look for themselves in the roles of others.
The final years of emotional growth schools prepare students to leave as lifelong learners. The focus shifts hard questions, such as: "When did you decide to become someone else?" The student is supported in looking past negative messages to commit to a life of healthy choices and personal agreements.
Emotional growth is a life-long process. As adults, we should give ourselves permission to develop and share our emotional selves; we invite our children, partners, friends, and colleagues to truly know who we are. Most importantly, as we model our own growth, we make it safe and successful for our children to flourish. We are, after all, "children, one and all."

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Oppositional Defiant Disorder

What is oppositional defiant disorder (ODD)?

Oppositional defiant disorder (ODD) is a behaviour disorder, usually diagnosed in childhood, that is characterized by uncooperative, defiant, negativistic, irritable, and annoying behaviours toward parents, peers, teachers, and other authority figures. Children and adolescents with ODD are more distressing or troubling to others than they are distressed or troubled themselves.
What causes oppositional defiant disorder?

While the cause of ODD is not known, there are two primary theories offered to explain the development of ODD. A developmental theory suggests that the problems begin when children are toddlers. Children and adolescents who develop ODD may have had a difficult time learning to separate and become autonomous from the primary person to whom they were emotionally attached. The "bad attitudes" characteristic of ODD are viewed as a continuation of the normal developmental issues that were not adequately resolved during the toddler years. Learning theory suggests, however, that the negativistic characteristics of ODD are learned attitudes, reflecting the effects of negative reinforcement techniques used by parents and authority figures. The use of negative reinforcement by parents is viewed as increasing the rate and intensity of oppositional behaviours in the adolescent as it achieves the desired attention, time, concern, and interaction with parents or authority figures.



Who is affected by oppositional defiant disorder?

Behaviour disorders, as a category, are, by far, the most common reason for referrals to mental health services for children and adolescents. Oppositional defiant disorder is reported to affect between 2 and 16 percent of children and adolescents in the general population. ODD is more common in boys than in girls.

What are the symptoms of oppositional defiant disorder?

Most symptoms seen in children and adolescents with oppositional defiant disorder also occur at times in children without this disorder, especially around the ages or 2 or 3, or during the teenage years. Many children, especially when they are tired, hungry, or upset, tend to disobey, argue with parents, or defy authority. However, in children and adolescents with oppositional defiant disorder, these symptoms occur more frequently and interfere with learning, school adjustment, and, sometimes, with the adolescent's relationships with others.

Symptoms of oppositional defiant disorder may include:

• frequent temper tantrums
• excessive arguments with adults
• refusal to comply with adult requests
• always questioning rules; refusal to follow rules
• behavior intended to annoy or upset others, including adults
• blaming others for his/her misbehaviors or mistakes
• easily annoyed by others
• frequently has an angry attitude
• speaking harshly, or unkindly
• seeking revenge

The symptoms of ODD may resemble other medical conditions or behavior problems. Always consult your adolescent's physician for a diagnosis.

How is oppositional defiant disorder diagnosed?

Parents, teachers, and other authority figures in child and adolescent settings often identify the child or adolescent with ODD. However, a child psychiatrist or a qualified mental health professional usually diagnoses ODD in children and adolescents. A detailed history of the adolescent's behavior from parents and teachers, clinical observations of the adolescent's behavior, and, sometimes, psychological testing contribute to the diagnosis. Parents who note symptoms of ODD in their child or teen can help by seeking an evaluation and treatment early. Early treatment can often prevent future problems.

Further, oppositional defiant disorder often coexists with other mental health disorders, including mood disorders, anxiety disorders, conduct disorder, and attention-deficit/hyperactivity disorder, increasing the need for early diagnosis and treatment. Consult your adolescent's physician for more information.
Treatment for oppositional defiant disorder:

Specific treatment for adolescents with oppositional defiant disorder will be determined by your adolescent's physician based on:

• your adolescent's age, overall health, and medical history
• extent of your adolescent's symptoms
• your adolescent's tolerance for specific medications or therapies
• expectations for the course of the condition
• your opinion or preference

Treatment may include:

• individual psychotherapy
  Individual psychotherapy for ODD often uses cognitive-behavioural approaches to improve problem solving skills, communication skills, impulse control, and anger management skills.
• family therapy
  Family therapy is often focused on making changes within the family system, such as improving communication skills and family interactions. Parenting adolescents with ODD can be very difficult and trying for parents. Parents need support and understanding as well as help in developing more effective parenting approaches.
• peer group therapy
  Peer group therapy is often focused on developing social skills and interpersonal skills.

medication
While not considered effective in treating ODD, medication may be used if other symptoms or disorders are present and responsive to medication

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Prevention of oppositional defiant disorder in adolescents:

Some experts believe that a developmental sequence of experiences occurs in the development of oppositional defiant disorder. This sequence may start with ineffective parenting practices, followed by difficulty with other authority figures and poor peer interactions. As these experiences compound and continue, oppositional and defiant behaviours develop into a pattern of behaviour. Early detection and intervention into negative family and social experiences may be helpful in disrupting the sequence of experiences leading to more oppositional and defiant behaviours. Early detection and intervention with more effective communication skills, parenting skills, conflict resolution skills, and anger management skills can disrupt the pattern of negative behaviours and decrease the interference of oppositional and defiant behaviours in interpersonal relationships with adults and peers, and school and social adjustment. The goal of early intervention is to enhance the adolescent's normal growth and development, and improve the quality of life experienced by children or adolescents with oppositional defiant disorder.




Oppositional Defiant Disorder (ODD)

What is it?

ODD is a psychiatric disorder that is characterized by two different sets of problems. These are aggressiveness and a tendency to purposefully bother and irritate others. It is often the reason that people seek treatment. When ODD is present with ADHD, depression, tourette's, anxiety disorders, or other neuropsychiatric disorders, it makes life with that child far more difficult. For Example, ADHD plus ODD is much worse than ADHD alone, often enough to make people seek treatment. The criteria for ODD are:
A pattern of negativistic, hostile, and defiant behavior lasting at least six months during which four or more of the following are present:

1. Often loses temper

2. Often argues with adults

3. Often actively defies or refuses to comply with adults' requests or rules

4. Often deliberately annoys people

5. Often blames others for his or her mistakes or misbehavior

6. Is often touchy or easily annoyed by others

7. Is often angry and resentful

8. Is often spiteful and vindictive

The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.



How often is "often"?

All of the criteria above include the word "often". But what exactly does that mean? Recent studies have shown that these behaviors occur to a varying degree in all children. These researchers have found that the "often" is best solved by the following criteria.
Has occurred at all during the last three months-

8. is spiteful and vindictive

5. blames others for his or her mistakes or misbehavior

Occurs at least twice a week

6. is touchy or easily annoyed by others

1. loses temper

2. argues with adults

3. actively defies or refuses to comply with adults' requests or rules

Occurs at least four times per week

7. is angry and resentful

4. deliberately annoys people

What causes it?

No one knows for certain. The usual pattern is for problems to begin between ages 1-3. If you think about it, a lot of these behaviors are normal at age 2, but in this disorder they never go away. It does run in families. If a parent is alcoholic and has been in trouble with the law, their children are almost three times as likely to have ODD. That is, 18% of children will have ODD if the parents are alcoholic and the father has been in trouble with the law.
How can you tell if a child has it?

ODD is diagnosed in the same way as many other psychiatric disorders in children. You need to examine the child, talk with the child, talk to the parents, and review the medical history. Sometimes other medical tests are necessary to make sure it is not something else. You always need to check children out for other psychiatric disorders, as it is common the children with ODD will have other problems, too.
Who gets it?

A lot of children! This is the most common psychiatric problem in children. Over 5% of children have this. In younger children it is more common in boys than girls, but as they grow older, the rate is the same in males and females.


ODD rarely travels alone - Comorbidity

It is exceptionally rare for a physician to see a child with only ODD. Usually the child has some other neuropsychiatric disorder along with ODD. The tendency for disorders in medicine to occur together is called comorbidity. Understanding comorbidity in pediatric psychiatry is one of the most important areas of research at this moment.


ODD plus ADHD

If a child comes to a clinic and is diagnosed with ADHD, about 30-40% of the time the child will also have ODD.
What is the difference between ODD and ADHD?

ODD is characterized by aggressiveness, but not impulsiveness. In ODD people annoy you purposefully, while it is usually not so purposeful in ADHD. ODD signs and symptoms are much more difficult to live with than ADHD. Children with ODD can sit still.
What difference does it make if you have ADHD or ADHD plus ODD?

A lot! Children and adolescents with ADHD alone do things without thinking, but not necessarily oppositional things. An ADHD child may impulsively push someone too hard on a swing and knock the child down on the ground. She would likely be sorry she did this afterward. A child with ODD plus ADHD might push the kid out of the swing and say she didn't do it.

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My child has been diagnosed with ODD. I don't like to say this, but no one can stand him. Is this common?

Unfortunately, it is quite common. In comparison to ADHD alone, children and adolescents with ODD plus ADHD or just ODD are much more difficult to be with. The destructiveness and disagreeableness are purposeful. They like to see you get mad. Every request can end up as a power struggle. Lying becomes a way of life, and getting a reaction out of others is the chief hobby. Perhaps hardest of all to bear, they rarely are truly sorry and often believe nothing is their fault. After a huge blow up, the child with ODD is often calm and collected. It is the parents who look as they are going to lose it, not the child. This is understandable. The parents have probably just been tricked, bullied, lied to or have witnessed temper tantrums which know no limits.
My father in law says the whole problem is my husband and I. My daughter convinced him that she is a victim of uncaring parents. How often does this happen?

Too often! Children and adolescents with ODD produce strong feelings in people. They are trying to get a reaction out of people, and they are often successful. Common ones are: inciting spouses to fight with each other and not focus on the child, making outsiders believe that all the fault lies with the parents, making certain susceptible people believe that they can "save" the child by doing everything the child wants, setting parents against grandparents, setting teachers against parents, and inciting the parents to abuse the child. I frequently see children with ODD in which teachers and parents and sometimes others are all fighting amongst each other rather than with the child who is causing all the turmoil in the first place.
Non-Medical Strategies for ODD and CD

Containment

The essence of this group of interventions is to make it impossible for ODD to "work." That is, it is a way of making sure all these attempts to irritate and annoy others and to cause fighting between others are not successful. There are three elements to this.
1. Come together

v The most common thing I see in children with ODD (except for aggressiveness) is that a lot of the suffering that the child inflicts on others is blamed on others. Children and adolescents with ODD convince mothers that fathers have mistreated them. They convince parents that the teachers are treating their child unfairly. They convince teachers that the parents are bad, etc. You have to come together and never believe anything the child with ODD tells you about how others treat them. In order to do this, all parties need to talk directly with each other without the child as an intermediary. Mothers need to talk face to face with fathers. Parents need to talk with teachers and with principals. Sometimes Parole officers, parents, teachers and others have to all sit down together for the purpose of making it impossible for the child to play one person or group off against another. Here are some concrete suggestions.
Ask to sit down with the principals and teachers regularly.

Make it school and home policy to never rely on information your child with ODD gives you about what others have done.

Do not include the child in these discussions.

Sit down with all caregivers (grandparents, uncles, baby-sitters, parents, etc.) to make sure they understand ODD and they follow the above policy.

2. Have a plan

That is, a plan to deal with all of this oppositional and defiant behavior. If you react on the spur of the moment, your emotions will guide you wrongly in dealing with children and adolescents with ODD. They will work to provoke intense feelings in everyone. Everyone needs to agree on what happens when the child with ODD does certain things. What do we do if she disrupts class, annoys others incessantly, fights, has a major temper tantrum, states she is going to kill herself or run away?
You need a behavior modification or management plan.

Is that what "1-2-3 Magic" is?

Yes, that is a good example. For behavior modification to work, the program must have certain properties:
1.A few important behaviors need to be targeted. Rather than targeting "being good," you might try no hitting and no swearing.
2. The behavior must be clear cut and not fuzzy. Things like "listen when I tell you something" won't work, because it is too unclear. A better idea would be, "Sit down and look at me when I ask you to listen."
3. It must be consistent. There is no bending of rules in this sort of thing: no difference between the baby-sitter, mom, or dad.
4. The rewards and punishments need to be geared to the individual.
5. The rewards should not be money or things that are bought, but rather should be privileges which you can grant or activities which the child can do. Behavior Modification should not require a bank loan.
6. There needs to be an even mix of negative and positive reinforcers. The program should not be like candyland, but it also should not be out of Dorchester Prison. A typical Positive one would be a later bedtime on the weekend or a choice of dinner. A typical negative one would be going to your room or no TV.
7. It should be simple and straightforward so that your child easily understands it. If your child can read, it should be written down. If possible, your child should sign it and agree to it.
Almost every book on ADHD contains many good examples of these programs. I have some, all the family resource centers do, and so do libraries and book stores.
Here are some examples of good and bad behavior modification programs:

Jim never comes home when he is supposed to. This drives his parents nuts and they would like to kill him when he finally does come home. The behavior they want is to have Jim come home on time.
The good parents
The positive reinforcer (the carrot) would be if he comes home on time for 5 days, he can have a friend stay over and they can stay up late. The negative reinforcer (the stick) would be that if you are more than 5 minutes late, you will not be able to go out by yourself the next day. You will have to go out with the parent when it is convenient for the parent.
The Candyland parents
If you come home on time, we will pay you five dollars or you will be able to stay up as late as you want at our house that night. If you don't come home, nothing bad will happen.
The Dorchester Prison Parents
If you are one minute late, you will be grounded for a week to your room.
I tried all of these. It worked for a while and then it stopped working. What happened?

Behavior Modification doesn't work for everyone. Sometimes you have to keep changing it all the time. It works best when you find the perfect reinforcers, positive or negative. A lot of people just do not have anything they are willing to try that hard for. Also, some people are so severely impaired they just can not benefit from this.

[re_fuse]

3. Decide what you are going to ignore

Most children and adolescents with ODD are doing too many things you dislike to include every one of them in a behavior management plan. The key caregivers have to decide ahead of time what sort of thing will just be ignored.
4. Try very hard not to show any emotion when reacting to the behaviors of children and adolescents with ODD.

The worst thing to do with a kid with ODD is to react strongly and emotionally. This will just make the child push you that same way again. You do not want the child to figure out what really bugs you. You want to try to remain as cool as possible while the child is trying to drive you over the edge. This is not easy. Once you know what you are going to ignore and what will be addressed through Behavior Modification, it should be far easier not to let your feelings get the best of you.
If these interventions work, then hopefully the dialog can proceed like this:

Ann comes in and says, as she watches you folding the wash, "I need my red sweater washed and dried by 7:30 tonight"
You do not reply but think a moment. This was the sort of thing you and your husband decided to ignore. You respond, "Are you hungry?"
or this:
Ann comes in and says, as she sees you folding the wash, "Aren't you done with that yet? I need that sweater right NOW!" Ann throws her books on the floor and knocks over a glass of milk.
You respond, "let's see, that sure sounds like being disrespectful to me. I guess "the plan" says that means no TV tonight."
instead of this:

Ann comes in and says, as she sees you folding the wash, "Aren't you done with that yet? I need that sweater right NOW!" Ann throws her books on the floor and knocks over a glass of milk.
Mom throws the clothes down, glares at Ann, and replies the way she really feels, "Why you inconsiderate #$%*! Take this sweater and wash it yourself! (Throws sweater at Ann) and these socks! (throws socks at Ann) and these pants!" (throws them, too).
Dad comes home later and Ann tells him that Mom "lost it" when she just asked about how the wash was coming!
The Good of Containment

especially helpful for dealing with less aggressive behavior.
Supports all who are dealing with child
Can lead to the child abandoning his efforts at annoying others and choosing to do more reasonable things with his time.
The Bad of containment

v Time consuming
v Must have a lot of patience
v Doesn't work as well with severe aggressiveness
Make sure that you are as healthy and strong as you can be

Children and adolescents with ODD will find the weakness in the family system and exploit it. Is there tension between father and mother? They will aim to worsen this. Trouble with the in-laws? These children and adolescents will try to exploit this. Are you out of shape and exhausted after work? That's when they will be most trying. Are you worried or depressed about something? They will try to figure it out and torment you. Dealing with a child with ODD is very exhausting and trying. It will take about 1/3 to ¼ of all your emotional, mental, and physical resources. If you knew that you would be chopping wood for four hours every day, You would make sure you got enough rest, a good diet, and had plenty of time to relax. The same holds double for dealing with ODD in the long term. You have to take care of yourself in ways you would not have to if your child did not have ODD. This includes things like:
1. 1. Find a baby-sitter and go out weekly away from this child and your home with your spouse or significant other.
2. 2. Make sure you have plenty of time to piss and moan about the difficulty of this to your spouse or friends.
3. 3. Get adequate exercise. There is nothing better to blow off steam than exercise that is fun.
4. 4. Get enough sleep
5. 5. Eat well and don't try to go on a big diet.
6. 6. Don't try to do too much. Remember, caring for a kid with ODD is a big job!
7. 7. Get help if your marriage is in trouble
8. 8. Do everything you can to stop drinking if you or your spouse has a drinking problem
9. 9. Make sure you have some hobby you enjoy and can do when things get rough.