Inclusion and Oppositional Defiant Disorder Creating a Learning
- Slides: 10
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
- Oppositional defiant disorder in adults
- Idea definition of emotional disturbance
- Oppositional gaze
- Odd dsm-5
- Inclusion works creating child care programs
- Dereflection technique
- Conversion disorder
- Diversity and inclusion training objectives
- Bell hooks oppositional gaze analysis
- Oppositional reading examples
- Cuadro comparativo de e-learning