Inclusion and Oppositional Defiant Disorder Creating a Learning

Inclusion and Oppositional Defiant Disorder: Creating a Learning Environment

CHD 304 - The Exceptional Child Spring 1 2016 By: Jennifer Hansen

• Oppositional Defiant Disorder is defined by persistent and repetitive behaviors such as: disobedience, opposition and disruption specifically toward those in authority. • These behaviors must be displayed for a minimum of 6 months and have significant impact of 2 or more environments i. e. school and home. • It is NOT typical, developmentally appropriate behaviors that all children exhibit. These behaviors impact the child’s well being and overall development. Some causes and risk factors: • Abuse and/or neglect • Parental history of behavioral disorders and mental health challenges • History of harsh and/or inconsistent punishment • Altering life circumstances • Significant conflict in the familial unit • Lengthy tantrums and difficult temperament. • Skill gap in self and emotional regulation. Impacts: • May have difficulty in forming positive peer relationships • Cognition level may be impacted due to excessive “acting out” and lack of presence for academics. • Distress in family and other environments and inability to build connections.

Early Intervention is Important!

Creating An Inclusive Environment: How? • Be patient • Use positive reinforcement and descriptive praise for behaviors that are appropriate • Focus on strengths rather than areas of improvement • Break directions into small, simple steps • Use a behavioral modification systems such as a chart or visual system for child to track progress. • Work closely with parents to track and monitor behaviors both at home and school • Teach skills that are lacking through task analysis • Utilize shorter sessions and a variety of learning styles • Allow child to use all senses to learn • Use Collaborative Problem Solving (Ross Greene) • Do not get into power struggles • Create a space that is conducive to taking a “break” or time away to gain control • Outline clear and consistent boundaries and limits

Collaborative Problem Solving

Behavioral/Incentive Tracking Tools

Modifications and Considerations Modification of Assignments • Allow for more time and ability to take breaks • Alter expectations for learning targets Allow personal space or environment for a “break” • Help child develop skills and recognition to modify behaviors • Help to nurture self regulation skills and allow re-group time School/Home Communication • Use a journal for communication between teachers and parents • Build trusting and valid relationships with care givers to ensure consistency of expectations and limits

Welcome Children!! *Have classroom expectations visible for all to see- in writing and in pictures *Create an environment that praises kindness *Give ample opportunity for peer relationship building *Highlight examples of appropriate peer behaviors to model classroom expectations

Welcome Parents and Families!! *Discuss preferred means of communication about child *Invite them to come in and observe or take part in classroom help opportunities *Teacher should stress accessibility and willingness to collaborate * Include parents and families in all decisions and choices about their child