odd interventions in school
Many children are capable of arguing and testing limits. Some children are hostile and defiant to the point that it interferes with their daily lives. This behavior is sometimes called Oppositional Defiant Disorder or ODD according to a story written by WeAreTeachers.
The report’s authors write that ODD students disrupt their lives and the lives of others. “They push the boundaries of defiance well beyond what is reasonable. Their problem behavior is more extreme than their peers’ and occurs more often.
The American Academy of Child & Adolescent Psychiatry states that children with
A pattern of non-cooperative, hostile, and defiant behavior toward authority figures that seriously interferes with the child’s daily functioning has been present for at least six months in children with the oppositional defiant disorder (ODD). Temper tantrums, arguing with adults and using mean and hateful language when upset are all signs of the condition. They can be found in a variety of settings, but are most frequently found at school or home. According to the academy, while the exact cause is unknown, it may be caused by biological, psychological, or social factors. It has been estimated that up to 16 percent of children suffer from the disorder, with ADHD being the most common.
In the case of ODD, experts caution that teachers’ initial reaction may be to defend the student. This, on the other hand, may result in power.
struggle and backfire. Teachers who have worked with ODD students recommend a series of strategies to address difficult behavior and build relationships with those students.
Cicely Woodard, a middle school math teacher, says that while teachers may feel the need to set boundaries with students, talking with them informally can make an impact on their behavior in class.
Woodard said that she makes herself available to students and seeks out interesting information about them. Woodard said that some of her students share stories with me about their lives between classes. “I stop doing what I’m doing and look at them in the eye, and then listen.”
Special education teacher Nina Parrish believes that “we all can learn, change, and grow.” When students with problematic behavior are provided with the appropriate environment and tools, they can learn productive strategies for positively interacting with others and achieving their goals.
1. Remain Calm and Consistent: Parrish, a new teacher, quickly realized that reacting angrily to the behavior of ODD students only made the situation worse. She also learned to be more cautious when approaching them or intruding into their personal space, as doing so could aggravate the situation further.
When working with children who have ODD, it is critical to maintaining consistency in both words and actions. Teacher Brandy T. told WeAreTeachers that she uses the same “trigger words” over and over to communicate to her students that she is serious about what she is saying. If she does not say anything, her students will begin to argue with her. “I just said either don’t do it now, do it later, or fix the problem,” she says simply.
2. Encourage positive behavior: It is critical for all children, but especially for those who have ODD, that you shift your attention away from recognizing bad behavior and toward looking for positive examples. Students who demonstrate improvement in behavior, even if it is a minor improvement, receive positive notes from Parrish.
Students should be allowed to earn privileges, according to the WeAreTeachers movement.
The factors that cause ODD students to act out in class can be identified and studied to determine what is going on.
It is sometimes as simple as recognizing the signs that students are feeling overwhelmed to make a difference. The trauma-informed Micere Kels, a University of Chicago associate professor who teaches students who have experienced trauma, notices that students are frequently upset after a traumatic experience. They may withdraw from a class, clench their jaws, or ball up their fists in protest of what is happening.
“In the hope that students will calm down, educators tend to ignore the increasing signs and agitation displayed by them. If these minor behaviors are ignored, they can quickly escalate into more serious problems “Keels is a writer. He also recommends that students identify triggers for them, such as physical contact or emotionally difficult anniversaries, to avoid any situations.
For children with ODD to learn to recognize when they are overwhelmed and then prepare to challenge or defy others, it is necessary to create a safe reset space. It can be beneficial to provide them with a safe environment in which to relax and consider their options.
Fall-Hamilton Elementary School is a trauma-informed school in the Nashville area. Every classroom has a nook, also known as a peace corner, where students can relax. Among the items are a chair, a timer, and some basic drawing and writing supplies. This is a place where children can unwind and recharge their batteries. Teachers may also find themselves needing to take a break from the classroom. If a teacher is losing their cool, they can use a strategy known as Tap-In/Tap Out to ask their colleagues to cover their class for a short period via text message.
Matthew Portell, the principal of the school, believes that a dysregulated adult will be unable to regulate a similarly dysregulated child. “Use strategies that are sensitive to the student’s emotions and need for space, as well as strategies that allow their systems to calm down safely.
Provide Options: According to Keels, “affirming the autonomy of your students by providing them with options” is critical to their success. When children are treated with dignity and respect, they will feel more connected and happier.
She advises against using ultimatums such as “You have to sit down or I’ll send your child to the office,” among other things. Instead, communicate your expectations and limitations to ensure that they are understood. To say, “I can see that you are upset, but it is not appropriate for me to yell at you,” is acceptable. It is up to you which option you choose: either get some water or sit down in the reading chair. I’ll follow up with you in five minutes to see how things are going “explains Keels.
Holli A., a teacher at WeAreTeachers, tells WeAreTeachers that it is critical to avoid getting into heated arguments in the middle of the school day. “State your options, and then walk away,” she advises clients. Allow the student enough time to consider his or her options and make a decision. If they don’t like your choices, don’t engage with them. If they are attempting to argue, simply repeat the options and walk away from the table. Students are not permitted to participate in the activity of their choice if they are unable to make a decision.
Many children with ODD are looking for a teacher who will work with them to solve their problems rather than make them stand out. 6. Establish a connection: According to WeAreTeachers, it is critical to establish a relationship with your child to identify and address the root cause of their behavior.