Behavior Traits

The behavior traits of a student who has been diagnosed with ODD are as follows: an angry and irritable mood, argumentative and defiant behavior, and they may also exhibit vengeful or spiteful behaviors. These behaviors are different from normal developmental patterns, follow a sustained pattern, and students are not able to just outgrow the behaviors. These behaviors last for 6 months or more and appear in more than one setting, with different authority figures. These behaviors also are not reactionary, i.e. typical sibling arguments or reactions to bullying or harassment. (Mayo Clinic Staff, 2018)

Age of Development of ODD Behaviors and Causes

ODD behavior may present at any age in children, but are often seen in the early years. There is no known single cause for ODD. It is likely that it is a gene component combined with behavioral norms and environmental factors. It is important to remember that students who display this behavior are not trying to personally insult or defy YOU--it doesn’t matter who the authority figure is, you, a parent, the principal--their brain structure and brain functioning patterns, or neural pathways, have been ingrained in the pattern of opposition and defiance. They quite literally don’t know any other way to react or interact. Their toolbox is empty.

Your Toolbox

We talk about the students' toolbox being empty, in regards the skills that they have to combat their ODD when interacting with others, but the teachers' toolbox is equally important. Your toolbox will vary with each student, but there are some strategies that are generally beneficial to everyone in the classroom, not just students with ODD.

• Structuring your classroom management to be responsive instead of authoritarian is vital. What does that mean? Well, a simple example would be structuring assignments so that students have a choice in how they demonstrate their knowledge to you via the use of choice boards. Choice boards are similar to a atic tac toe diagram wth 9 or more different options for showing learned knowledge and skills. Students are able to pick one or two options from the choice board to demonstrate mastery. This would be in place of a direct instruction such as "Read pages 5-10 and write a summary".

• Training yourself to respond with intention instead of reacting with anger. Some tools are having a cool down space, ignoring the behavior and not taking it personally, picking your battles, and maintaining your goals or instructions for the class.

• Creating a classroom community in which all students feel valued and that they belong. Having 'morning meetings' is a great way to get started with this concept. Have a specific leading question each morning or just let the conversation go where it may. Always guiding and modeling caring community values throughout.

• Incorporating a SEL componenet with your lessons. SEL should not be a stand alone curriculum or just considered 'something the counselor does'. Embedding these core SEL skills throughout the curriculum and throughout the building wide community is essential. This takes teamwork and administrative support.

• Understanding Empathy vs. Sympathy

  • Showing sincere empathy and being sympathetic are two different things. Kids can tell when you aren’t genuine with your empathy. They know when your attempts at connection aren’t real, and they will resist your efforts.And most will outright reject your sympathy. That’s not what they want. Knowing how to connect with students in an authentic way is imperative.

1. Setting aside our own feelings about the student and the situation and looking at it from their perspective

   • Keep in mind the big picture--to them, school is just a part of their day-to us, it is our life's work. .

2. Withholding blame and judgment

3. Validate their feelings and experiences throughout the day, not just when a conflict arises

4. Try to relate our experiences to the current situation-but don’t one up them

5. Collaborate to problem solve, but give them time to regain control of their impulses.

• • Understand the brain function. When the amygdala in your brain perceives a threat-of any fashion-it hijacks your pre-frontal cortex, which is in charge of making good decisions and rational thought. It takes a while for the amygdala to relinquish control and for the pre-frontal cortex to regain control. A student in the beginning stages of a conflict/fight/tantrum/etc is literally not in control of their brain at that moment.