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One of my favorite things that I read was to turn arguments into discussions. This statement just hit me. While reading, I found myself nervous that I would easily get frustrated and not know what to do next or even go down to the students level and argue. Turning arguments into discussions seems like a great reminder to me. Flipping the view of the situation will help the teacher handle the situation and help the student de-escalate. Providing choices helps with this as well along with listening to the child. Truly hear what they are saying and try to help them in a calm collected way.

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This chart breaks the strategies down into proactive, in the moment, and after the problem sections.  I have had training on de-escalation strategies as a TA, but I really like the simplicity of this chart and sums up what I learned well.  The website it came from goes into more detail, so it is also worth a look.

I especially like the post-problem strategies because it repairs the relationship between the teacher/staff and the student, especially the reminders to apologize when you (the teacher) mess up, forgive and move on, and to not give up.

Also, I don't think it's coincidence that the first proactive strategy is to build a relationship.  While I'm no expert, sometimes the key to figuring out how to help students with ODD comes down to knowing the child, building the relationship, and finding ways to connect with them.

One thing that I think is important, but one that isn't on this list, is to find a staff member(s) that a student with ODD (or any behavior, really) connects with and find ways to incorporate that person into their day. It may be as simple as asking them to run a book to the LMC, giving them the opportunity to touch base with the librarian who they trust and have a relationship. Obviously, this needs to arranged through collaboration and agreement among the staff involved. I have been that person for a teacher and student and it was a simple way to brighten a kiddo's day and help prevent or diffuse situations.

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Understanding Students with ODD and Strategies - Marissa Gutsch 

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Understanding Students with ODD and Strategies - Marissa Gutsch 

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I do not have a lot of experience with students with ODD.  I found it interesting that other mental health disorders often come up with ODD.  Having multiple things going on means that there is no one way to work with these students.  Each student will have their own individual set of strategies that work best for them.
I liked this article because of its simple list of strategies. These are strategies that will help students with ODD but that can also be used with every student. For example, providing choice is one of the strategies. This sounds like a great way to affirm your students and de-escalate the situation. This can also be used with students who do not have ODD. Every student can benefit from a choice.

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

Elliott Golden / The iSpot

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives-behavior that's sometimes diagnosed as Oppositional Defiant Disorder, or ODD, according to a story by WeAreTeachers.

"Students with ODD disrupt their own lives and often the lives of everyone nearby," write the report's authors. "[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often."

According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit "an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child's day-to-day functioning," for six months or more. Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, "biological, psychological, and social factors may have a role," the academy notes. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone.

Though a teacher's first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who've worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

"We all have the capacity to learn, change, and grow," writes special education teacher Nina Parrish. "When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others."

1. Be Calm and Consistent: As a new teacher, Parrish says she quickly learned that reacting with anger when her students with ODD acted out made the behavior worse and students became "amused or encouraged by upsetting an adult." Instead, Parrish recommends trying to keep a positive tone to your voice, adopting neutral body language, and being "cautious about approaching the student or entering their personal space as this might escalate the situation."

Consistency with words and actions is also important when working with kids with ODD. Teacher Brandy T. tells WeAreTeachers she routinely uses the same set of "trigger words" so her students know she's serious. When students in her class begin to argue with her, "I simply say either, 'not now,' 'later,' or 'fix the issue.'" When her students hear 'fix the issue,' for example, she says that's the signal to "go to their chill-out space if they need to calm down."

2. Reinforce Positive Behavior: For all kids, but especially children with ODD, it's important to "switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior," writes Parrish. She sends home positive notes when students show behavior improvements, even if they're small gains.

Additionally, consider offering students the opportunity to earn certain privileges, suggests WeAreTeachers, rather than "taking those privileges away as punishment." For example, give kids the opportunity to earn rewards-like a bit of iPad time or lunch with a teacher.

3. Find Out What's Going On: Behaviors, notes Parrish, help students "obtain something desirable, or escape something undesirable." She suggests thinking about behavior as feedback, or a way of communicating, an approach that's "helped me work more effectively as a teacher with students who display problem behaviors." Figuring out factors that contribute to students with ODD acting out can help you develop a plan for addressing their difficult behaviors in the classroom.

Sometimes, it's a matter of picking up on a student's signals that their emotions are building long before things reach a breaking point. When students who've experienced trauma are beginning to feel upset, they often show physical signs of their mounting distress: balling up fists, withdrawing from classroom interaction, or clenching their jaw, writes Micere Keels, an associate professor at the University of Chicago and a trauma-informed educator.

"Many educators tend to ignore students' increasing signs of agitation, hoping they'll eventually calm down. But when disregarded, these minor behaviors can quickly escalate," writes Keels, who also recommends identifying students' triggers, like touch or emotionally difficult anniversaries, to avoid situations entirely.

4. Create a Safe Reset Space: Kids with ODD "can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy," according to WeAreTeachers. "Giving them a safe space to calm down and rethink their choices can be beneficial."

At Fall-Hamilton Elementary, a trauma-informed school in Nashville, Tennessee, for example, every classroom has a nook-called a peace corner-with a comfortable seat, a timer, and items like stuffed animals, sensory squeeze toys, and simple drawing and writing supplies. It's a spot where kids can take a break and reset. The school also recognizes that teachers may need a time out too. Using a strategy called Tap-in/Tap-Out, teachers can ask a colleague via text message to briefly cover their class if they are about to lose their cool.

"A dysregulated adult cannot regulate a dysregulated child," says school principal Mathew Portell. "Use strategies that honor the student's emotions and need for space while also getting their systems to calm in a safe way."

5. Offer Choices: It's important to "affirm your students' autonomy by giving them choices," writes Keels, about best practices for de-escalation. When kids feel respected, "their sense of belonging and mood will often improve."

She recommends avoiding ultimatums like "You better sit back down or I'll send you to the office." Instead, clearly communicate expectations and limits so kids understand. You might say, "I see you're upset, but it's not OK to yell at me. You can either go get a drink of water and come back in five minutes, or sit in the reading chair and I will check in with you in five minutes," says Keels.

In the heat of the moment, it's important to avoid an argument, teacher Holli A. tells WeAreTeachers. "State your choices, then walk away," she says. "Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

6. Build Connections: Often, kids with ODD "are looking for a relationship with a teacher who can help them deal with problems on their own, instead of making them stand out in a negative way," according to WeAreTeachers. "Building a connection with them will help get to the root of the behavior."

Though teachers can feel the need to create boundaries with students, simply talking with them informally can build invaluable connections that influence their behavior in the classroom, says middle school math teacher Cicely Woodard.

Woodard says she intentionally makes herself approachable to students and tries to learn interesting details about them. "Some of my students tell me stories about their lives during the five minutes between classes," Woodard says. "I stop what I am doing, look them in the eyes, and listen."

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

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Something that I found interesting from our readings is the likelihood of a child with ODD also being diagnosed with ADHD, anxiety, depression, bipolar disorder, and learning and communication problems.  This video, and the article it came from (https://www.additudemag.com/oppositional-defiant-disorder-discipline-rules-video/ ) focuses on ways that parents can help their children who are identified with both ADHD and ODD; however many of the ideas in it are applicable to a classroom.  One tip that especially struck me involves being sensitive to behaviors that are related to their underlying diagnosis (ADHD, in this article) and to never discipline behaviors that stem from those.  Another idea I really liked in this article was using a code word, such as "bubble gum" to communicate to the child privately to calm down.  The code word can also be used by your child to let you know they are getting upset. I can see both of those tips being used in the classroom.

As we partner with our parents and families, I think the tips in this article and the articles we read for class can be used to educate and encourage our parents.  By sharing what we know, and how we help our students at school, and by listening to the children's parents, we will be on the same page and the child benefits, which is the most important.

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8 Discipline Rules for Parents of Children with Oppositional Defiant Disorder

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Students who demonstrate ODD are in need of consistency and support. While in a classroom, it can be challenging for educators to remain calm and deescalate the situation. However, with training, it is our role as educators, mentors, and role models to guide the student through the crisis in a healthy and safe manner. Having immediate judgements and losing 'our cool' in front of the students will only make the scenario worst.

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Understanding and Helping Students with ODD

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Understanding and Helping Students with ODD

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Students who have ODD can be a challenge to work with in the classroom. However, recognizing and supporting these student(s) is pivotal for the success of not just the student, but the classroom as well. Having written rules that are understood amongst ALL students is an important first step. Being consistent in enforcing the rules and holding each student accountable on an equal platform is another key component. Lastly, The more we get to know our students and understand their needs, the less likely it is that student will act out in the classroom.

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What is Oppositional Defiant Disorder?

According to the Mayo clinic, oppositional defiant disorder (ODD) is a condition in which children display "frequent and persistent pattern of anger, irritability, arguing, defiance or vindictiveness toward you and other authority figures." A doctor must diagnose this condition as well as it often coexists with other disorders.

What are Symptoms of Oppositional Defiant Disorder in Children?

It may be very challenging to recognize a child with oppositional defiant disorder in compensation to a child who is demanding and strong willed. It is also common that children go through phases, that often appear as ODD, but that isn't always that case.

Signs and symptoms of ODD typically start every early in age, and often as early as preschool. It is not unheard of for symptoms to develop later than this, but often symptoms do surface before the teenage years.

Signs of ODD generally begin during preschool years. Sometimes ODD may develop later, but almost always before the early teen years. These behaviors can cause significant concerns within families, building relationships, being part of a team, and almost always interferes with social interactions.

It may be challenging to identify is a student is showing signs of ODD, or if they are just having a difficult time. Typically, symptoms last longer than a six-month period of time and include someone who is easily annoyed by others, is often angry and resentful, and is argumentative and defiant. These types of behaviors can occur within the classroom and a student may often argue with adults, include those of authority, and often actively will defy or refuse to comply with even the most basic requests of an adult.

How can Oppositional Defiant Disorder Affect the Classroom?

Students with ODD often have trouble forming relationships. Going back to setting the example, getting to know your students likes and dislikes, and really building a relationship with them is one of the best examples to set. Building a bond with the student and a trusting relationship can help the child get through some difficult days.

It is also important that educators avoid power struggles and pick and choose your battles when working with students who have challenging behaviors. This could involve differentiating a lesson to best accommodate the student's needs based off of the day that the student is having. Naturally, if a child has an IEP all of the accommodations and supports within that IEP must be in place as we know that this is a legal document of all the supports that the students must receive in order to be successful.

Students who are diagnosed with ODD, may also need more social skills instruction. Often classrooms for students with emotional disturbance or behavior issues offer small group social skill instruction to help build social skills. This is something several school districts are able to provide to help their students who have trouble socially among their peers. This would help a student with ODD who has trouble forming friendships.

Ways to Support Students with Oppositional Defiant Disorder

Just as all behaviors can impact a student socially or even academically, there is some hope on what educators can do to assist our students who are diagnosed with ODD. When students are confronted about a misbehavior, is it comment for them to get very upset or angry. Instead of focusing on the negative behavior, educators can point out positive behavior and let the students know what they have done a good job. Explaining what they did correctly and also an explanation as to why you are proud of them, is important as you reward them for something that they have earned.

Concrete rules and expectations should be set from the very beginning. A review of these rules should occur frequently. Having rules and expectations in place allow for a clear understanding and do not permit any room for uncertainty.

Leading by example is always an expectation from adults. Exposing our students to social scenarios that may occur at school with enhance their coping skills. By helping a student cope through social scenarios, we may be able to teach them skills that will carry over into other settings as well. If students do not follow the rules that are in place, an educator must not be lenient with consequences. Being firm, clear, precise, and direct are all ways to ensure and promote positive behavior.

Clear expectations also go hand in hand with established routines. By creating routines, we are helping our students stay on track. Giving our students the opportunity to create their schedule with you also allows for a sense of ownership and pride to take place. Redirecting students back to the schedule, especially during transition times, will help reinforce the importance of making good choices, following a schedule and hopefully eliminate any outbursts from occurring.

A higher-level support that can be provided to students who have been diagnosed with ODD is behavior modification techniques that incorporates therapy. This therapeutic approach can assist with chipping away at negative behaviors. While working with a behavior specialist or counselor, they can help create a behavior treatment plan that can also be utilized within the school setting. Agencies can also allow behavior support to go into schools to help support students as well. Often having this behavior support in place provides a therapeutic approach that focuses on the positive in an attempt to eliminate negative behaviors from occurring. The more support that students have in place, the more successful they will be during their educational journey.

All students from time to time will display inappropriate or unacceptable behaviors. We all can relate to what it is like to have a bad day. But, we must keep in mind that a child with oppositional defiant disorder does have a medical diagnosis, which leads to more than just the student "having a bad day." It is up to us as educators to be sure we understand the whole child as well as know how to best prevent outbursts as and respond to the situation that the student may need your help getting through. The more we get to know our students and understand their needs, the less likely it is that student will act out in the classroom.

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How to Understand and Help Students with Oppositional Defiant Disorder - Graduate Programs for Educators

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According to the Mayo clinic, oppositional defiant disorder (ODD) is a condition in which children display "frequent and persistent pattern of anger, irritability, arguing, defiance or vindictiveness toward you and other authority figures." A doctor must diagnose this condition as well as it often coexists with other disorders.

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I chose this article because it was focused on primary level teachers, so I found it helpful for my 3rd grade class that I will be teaching.  I have not heard of any ODD students coming up, but it is always good to be prepared.

I enjoyed looking through the resources that they provided. The site had different emotion cards and self monitoring forms that students can use. At my current school, we are required to have “calming corners” in every room, so these resources are something that I am contemplating printing out and having in mine!

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I have not had a lot of experience with ODD students yet.  Through my last year of teaching, I did not run into any extreme behavior cases such as this, so I am just pulling resources that I have viewed, which I found helpful to prepare myself for this.

I am a huge fan of real rap with Reynolds, so if you have not checked him out yet…do that! He is not only realistic and informational, but he uses some interesting strategies in his classroom that I really enjoy hearing about and have adapted to fit many personality and class level this upcoming year.

The biggest thing that I pulled from this video is his tip to just get to know the kid.  He focuses a lot on relationships through his classroom management and videos in general , which align very well with this course.  He stresses getting to know the student on a personal level, but also making a connection with that student.  Making a connection with them forms a stronger relationship between the two because now the student knows that they can relate to their teacher.  Reynolds also talks about getting into the HDR.  This stands for heavy deep and real conversations, which are what we should be having with our students to really get to know and understand who they are as individuals.

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Helping Defiant Students | High School Teacher Vlog

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Managing Defiant Students - Ask an Educator

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Managing Defiant Students - Ask an Educator

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I thought this video was a great resource to answer questions about managing defiant students. It explains how children seek attention, both positive and negative. The educator explains that simply acknowledging defiant behavior does not necessarily mean accelerating it. He gave effective strategies and procedures for managing defiant students without causing an argument or more distractions.

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Managing Defiant Students - Ask an Educator

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I had a 6th grade student in my first year teaching who exhibited many of the behaviors listed for oppositional defiant disorder. She often had emotional outbursts and temper tantrums. This student was very argumentative and hostile during class with the teacher and her classmates. As a first year teacher, I had a lot of trouble navigating how to manage this student's behavior in my class. I would get nervous calling on her or asking her to read, and I think sometimes that nervousness showed. I often felt like I was walking on eggshells around her.

This student did not do well working in groups, because she often argued with classmates or made rude, hurtful comments. However, she did very well when she worked on projects alone, especially artistic ones. For this reason, I allowed her to work independently on projects and to listen to music (with headphones in) during work time. This kept her focused on her project and not on what her classmates were saying or doing.

I learned to not "egg on" this student by engaging in a back and forth argument with her. She often made inappropriate, controversial comments in class (not worth repeating here) to get a reaction out of me or her classmates. I struggled in how to respond; I was afraid if I addressed her comments that I was giving her the attention she sought, but that if I didn't I was letting her get away with it. This is one thing that still can make me nervous when teaching.

Another strategy I had was to speak frequently with her parents, homeroom teacher, and the principal. The five of us were her support system. We relied on communication from one another to know how she was behaving in all the different settings: at home, in the classroom, in therapy, and in the principal's office. I spoke with her mom on the phone to get a more rounded perspective on this student and find out her specific concerns. I was the newest teacher (and the youngest adult by far) in this support group, so I felt intimidated at times and unsure if my contributions were helpful. However, looking back I know that I shared valuable insight that helped advise decisions made by the principal and her parents.

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During the past few years as an aide I have witnessed several defiant students. I would see our Behavior Specialist working with a couple of those students. She would take them for walks, sit with them in the hall, and bring them to her office where they would get to play with some of the toys in there. I understand that teachers have to stay calm and positive. But those students were constantly needing a break. It seemed like they were purposely acting out so they could leave class and go "play" in the office. So I find myself wondering...are we helping or hurting? Are kids being rewarded for their defiant behavior?

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I have witnessed a few students who are defiant while I have been working as an aide. I will admit that I do not yet feel prepared to deal with a student with ODD. My first reaction is to feel frustrated and angry. I have learned through all these articles that keeping calm, taking a breath, and not letting yourself feel emotional is the right way to handle the situation. It is so important to avoid a power-struggle with the student. The teacher's most important objective is to remain outwardly calm.

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Here is a scenario that commonly unfolds in many schools: A student behaves in a way that disrupts the class. The teacher publicly reprimands the student for misbehaving. The student makes a disrespectful comment in return. The teacher approaches the student and in a loud voice tells the student that he "had better shape up" or "be kicked out of the class." The student responds by standing up and verbally abusing the teacher. The instructor calls for an administrator, who comes to the room and escorts the angry student to the office to be disciplined.

In this power-struggle, neither the teacher nor the student wins. While the teacher may get some short-term relief by ejecting the student from the room, she has lost valuable teaching time because of the confrontation. The student may be happy to escape the class---but he is certainly not learning anything while sitting in the principal's office.

Teachers who want to dodge the 'power-struggle' trap can use several sets of techniques to avert confrontations with students and still maintain classroom discipline. The instructor first makes sure to disengage from the power struggle and then uses tactics to interrupt the student's escalating anger and to deescalate the potential confrontation.

The teacher's most important objective when faced with a defiant or non-compliant student is to remain outwardly calm. Educators who react to defiant behavior by becoming visibly angry, raising their voices, or attempting to intimidate the student may actually succeed only in making the student's oppositional behavior worse! While the strategies listed here may calm an oppositional student, their main purpose is to help the teacher to keep his or her cool. Remember: any conflict requires at least two people. A power struggle can be avoided if the instructor does not choose to take part in that struggle.

Disengaging Tactics.

The teacher's most important objective when faced with a defiant or non-compliant student is to remain outwardly calm. Educators who react to defiant behavior by becoming visibly angry, raising their voices, or attempting to intimidate the student may actually succeed only in making the student's oppositional behavior worse! While the strategies listed here may calm an oppositional student, their main purpose is to help the teacher to keep his or her cool. Remember: any conflict requires at least two people. A power struggle can be avoided if the instructor does not choose to take part in that struggle.

Disengaging tactics are those that allow the teacher to keep his or her cool in order to manage the conflict situation in a professional manner. However, these tactics are not an excuse for educators to look the other way and refuse to get involved when students are misbehaving.

To disengage from potential power struggles, the teacher can:

Use a brief, simple stress-reduction technique before responding to a provocative remark or behavior (Braithwaite, 2001). For example, a teacher may relax in a stressful situation by taking a deeper-than-normal breath and releasing it slowly. As an added benefit, this technique allows the educator an additional moment to plan an appropriate response--rather than simply reacting to the student's behavior.

Respond to the student in a 'neutral', business-like, calm voice (Mayer, 2000). Surprisingly, people often interpret their emotional states from their own behavioral cues. If a person speaks calmly, that individual is more likely to believe that he or she really is calm-even when dealing with a stressful situation.

Keep responses brief when addressing the non-compliant student (Sprick, et al., 2002). Teachers frequently make the mistake of showering defiant students with irrelevant comments (e.g., nagging or reprimanding them, asking unhelpful questions such as 'Why do you always interrupt my math lessons?'). Unfortunately, these educators may then become even more frustrated when the student gives a disrespectful answer or refuses to respond. Short teacher responses give the defiant student less control over the interaction and can also prevent instructors from inadvertently 'rewarding' misbehaving students with lots of negative adult attention.

Avoid reacting in a confrontational manner to 'baiting' student remarks that are deliberately intended to draw you into a power struggle (Walker, 1997). If a student comment is merely mildly annoying, ignore it. If the negative comment is serious enough to require that you respond (e.g., insult, challenge to authority), briefly state in a neutral manner why the student's remark was inappropriate and impose a pre-selected consequence. Then move on.

Interrupting Tactics

When students become upset, they may not be able to control the headlong rush of their own anger. In such situations, the teacher can use interrupting tactics--well-timed, supportive techniques that 'interrupt' the escalation of student anger. These 'interrupters' sometimes have the potential to rechannel a potential teacher-student confrontation into a productive conversation. As described here, interrupting tactics are positive and respectful in nature: a teacher who tries to shout down or talk over a defiant student is more likely to inflame the confrontation than to calm it.

To interrupt the escalation of student anger, the teacher can:

Divert the student's attention from the conflict. If the student is showing only low-level defiant or non-compliant behavior, the teacher may be able to redirect that student's attention to a more positive topic. The instructor may, for example, engage the student in reading a high-interest book or allow that student to play an educational computer game.

Remove the student briefly from the setting. If the teacher notices that a student is becoming argumentative with classroom peers or acting defiantly toward adults, the educator may want to briefly remove the student from the room ('antiseptic bounce') to prevent the student's behavior from escalating into a full-fledged confrontation (Long, Morse, & Newman, 1980). One strategy to remove the student is to send him or her to the office on an errand, with the expectation that-by the time the child returns to the classroom-he or she will have calmed down.

Allow the student a 'cool down' break. Select a corner of the room (or area outside the classroom with adult supervision) where the target student can take a brief 'respite break' whenever he or she feels angry or upset. Be sure to make cool-down breaks available to all students in the classroom, to avoid singling out only those children with anger-control issues. Whenever a student becomes upset and defiant, the teacher offers to talk the situation over with that student once he or she has calmed down and then directs the student to the cool-down corner. (E.g., "Angelo, I want to talk with you about what is upsetting you, but first you need to calm down. Take five minutes in the cool-down corner and then come over to my desk so we can talk.") Teachers sometimes find success in having the student engage in a reflective exercise while taking a cool-down break. For example, one instructor likes to give students the option of writing or tape-recording a private message to the teacher to explain the incident that made them angry.

Paraphrase the essential points of the student's concerns (Lanceley, 1999). Many students lack effective negotiation skills in dealing with adults. As a result, these students may become angry and defensive when they try to express a complaint to the teacher-even when that complaint is well founded. The instructor can show that he or she wants to understand the student's concern by summing up the crucial points of that concern (paraphrasing) in his or her own words. Examples of paraphrase comments include 'Let me be sure that I understand you correctly...', 'Are you telling me that...?', 'It sounds to me like these are your concerns:...' When teachers engage in 'active listening' by using paraphrasing, they demonstrate a respect for the student's point of view and can also improve their own understanding of the student's problem.

Ask open-ended questions to better understand the problem situation and find possible solutions (Lanceley, 2001). The instructor may pose who, what, where, when, and how questions. Some sample questions are "What do you think made you angry when you were talking with Billy?" and "Where were you when you realized that you had misplaced your science book?" One caution: Avoid asking "why" questions (Lanceley, 2001) because they can imply that you are blaming the student (e.g., "Why did you get into that fight with Jerry?"). Also, the student may become even more frustrated when asked a 'why' question, because he or she may not be able to answer it!

Deescalating Tactics

When a person is very angry or upset, that individual frequently will demonstrate poor judgment and make impulsive decisions (Lanceley, 1999). One important objective for the teacher is to know strategies to help a confrontational student to reduce his or her anger level and reestablish self-control. Deescalating tactics are those that reduce the sense of acute threat or defensiveness that the student may be experiencing and lower the emotional tension in the interaction between teacher and student. Teachers who use these calming tactics, however, do not allow students to escape appropriate disciplinary consequences for their behavior. An instructor might decide, for example, to postpone disciplining an aggressive or confrontational student until he or she manages to lower that student's level of anger. After the behavioral outburst is over, though, that teacher should arrange a conference with the student to debrief about the incident and impose any disciplinary steps that seem warranted.

To reduce the student's anger level and calm him or her, the teacher can:

Replace negative words in teacher requests with positive words (Braithwaite, 2001). When an instructor's request has a positive 'spin', that teacher is more likely to have students comply. Notice, for instance, how the sentence "If you don't return to your seat, I won't help you with your assignment" (negative phrasing) seems much friendlier when stated as "I can give you some help on the assignment just as soon as you return to your seat" (positive phrasing). Yet these two sentences otherwise convey exactly the same information!

Use non-verbal strategies to defuse the confrontation. When people get into arguments, they often unconsciously mirror the emotional posturing of the other (Braithwaite, 2001; Long, et al., 1980)--for example, pointing when the other points, standing when the other person stands, etc. The teacher can use non-verbal techniques to lower the tension when confronted by a student. For example, if a student is visibly agitated, the teacher may decide to sit down next to the student (a less threatening posture) rather than standing over that student. Or the teacher may insert a very brief 'wait time' before each response to the student, as these micro-pauses tend to slow a conversation down and can help to prevent it from escalating into an argument.
A note of caution: The non-verbal defusing strategies discussed here are not appropriate if the teacher feels that he or she may be in imminent danger of attack or assault. Instead, that instructor should immediately take those steps necessary to preserve his or her physical safety (Braithwaite, 2001).

Acknowledge that the student is in control and must make his or her own behavioral choices. Sometimes students defy adult requests because they want to demonstrate their own autonomy and independence. When a student's confrontational behavior appears to be driven by a need for control, the teacher can frankly acknowledge that the student is free to choose whether or not to comply with the instructor's request. Of course, the teacher also presents to the student the likely consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.). Walker (1997) recommends framing choices for uncooperative students in a two-part statement. The teacher first states the negative, or non-compliant, choice and its consequences (e.g., the student loses free time at the end of the day if a seatwork assignment is not completed). The teacher then states the positive behavioral choice that he or she would like the student to select (e.g., the student can complete the seatwork assignment within the allotted work time and not lose free time).

Offer the student a face-saving path out of a potential conflict. Students sometimes blunder into confrontations with their teachers and then are unwilling or unable to back down from those show-down situations. In such instances, the teacher may want to engineer a way out for the student that allows that student to avoid a full-blown conflict while saving face.
Here is one example of a face-saving de-escalation tactic: When a teacher finds that he or she is in a tense standoff with a student and is running out of options, the instructor may want to ask the student, "Is there anything that we can work out at this time to earn your cooperation?" (adapted from Thompson & Jenkins, 1993). Such a statement treats the student with dignity, models negotiation as a positive means for resolving conflict, and demonstrates that the instructor wants to keep the student in the classroom. It also provides the student with a final chance to resolve the conflict with the teacher and avoid other, more serious disciplinary consequences. Teachers who use this verbal tactic should be prepared for the possibility that the student will initially give a sarcastic or unrealistic response (e.g., "Yeah, you can leave me alone and stop trying to get me to do classwork!"). The teacher ignores this student attempt to hook the adult into a power struggle and simply asks again whether there is any reasonable way to engage the student's cooperation. When asked a second time, students will often come up with good ideas for resolving the problem.

Use humor to defuse a confrontation. By responding with humor to a defiant student, the teacher signals to that student in a face-saving manner that his or her behavior is not yet so disruptive or confrontational as to be a violation of the behavior code. The student can join the teacher in laughing off the event and return to participation in class activities. Instructors should exercise caution, though, when using humor to defuse confrontations. First, teachers should never use humor in a sarcastic or teasing manner, as the student is quite likely to feel disrespected and become even angrier as a result (Walker, 1997). Second, if an instructor employs humor successfully to defuse a tense situation with a student, the adult should still make it a point to meet with the student privately later to talk about the incident and to ensure that the student understands the inappropriateness of his or her confrontational behavior (Braithwaite, 2001). Above all, the teacher does not want the student to feel 'rewarded' with humor for confronting the adult, as this response may actually make the student more likely to react aggressively toward the teacher in the future.

Label the emotion that the student's behavior appears to convey. A teacher, for example, who observes a student slamming her books down on her desk and muttering to herself after returning from gym class might say, "Angelina, you seem angry. Could you tell me what is wrong?" 'Emotion labeling' (Lanceley, 1999) can be a helpful tactic in deescalating classroom confrontations because it prompts the student to acknowledge his or her current feeling-state directly rather than broadcasting it indirectly through acting-out behavior. Once a powerful emotion such as anger is labeled, the teacher and student can then talk about it, figure out what may have triggered it, and jointly find solutions that will mitigate it. Emotion labeling should generally be done in a tentative manner ("John, you sound nervous...", "Alice, you appear frustrated..."), since one can never know with complete certainty what feelings another person is experiencing.

Consider the 'communicative function' of the confrontational behavior. Students may not feel comfortable telling the teacher that they don't like a class assignment, have forgotten their study materials for the fourth time this week, or do not know how to do the math problem that they have been asked to solve on the board. So they convey the message instead through disruptive and defiant behavior. When the instructor is able to 'read' the message that the defiant student is trying to send through his or her behavior, that teacher can sometimes restructure the assignment or otherwise modify the activity or classroom setting to defuse the confrontation with the student. For example, a teacher who calls on a student to solve a math problem on the board may interpret that student's resulting disruptive behavior as sending the message, "I don't want to show my ignorance on this math problem with all of my friends watching". This instructor may decide to skip over that student and instead meet with him individually later to check his mastery of the math item. When teachers make instructional modifications to reduce problem behaviors, they should of course continue to hold the student accountable for all classwork, even as they allow flexibility in how that work is done.

References

Braithwaite, R. (2001). Managing aggression. New York: Routledge.

Lanceley, F.J. (1999). On-scene guide for crisis negotiators. Boca Raton, FL: CRC Press.

Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom. Belmont, CA: Wadsworth Publishing Company.

Mayer, G.R. (2000). Classroom management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education. Retrieved September 29, 2003, from http://www.cde.ca.gov/spbranch/safety/resourceguides/classroommgmt.pdf

Sprick, R.S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches. Bethesda, MD: National Association of School Psychologists.

Thompson, G.J., & Jenkins, J.B. (1993). Verbal judo: The gentle art of persuasion. New York: William Morrow.

Walker, H.M. (1997). The acting-out child: Coping with classroom disruption. Longmont, CO: SoprisWest.

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Dodging the Power-Struggle Trap: Ideas for Teachers

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Here is a scenario that commonly unfolds in many schools: A student behaves in a way that disrupts the class. The teacher publicly reprimands the student for misbehaving. The student makes a disrespectful comment in return. The teacher approaches the student and in a loud voice tells the student that he "had better shape up" or "be kicked out of the class."

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I've experienced a full range of defiant students in my two years of Tier 2 instruction and subbing. My only known experience with a child with diagnosed ODD is a neighbor boy, who at nine has more interactions with the police than he does children his own age.

A great deal of the management strategies we use at our school are based on Love and Logic. There is a lot of overlap between my Love and Logic training and the Intervention Central article. I think the number one rule for me is keeping calm. Body language, language (how you phrase your words to avoid accusations or confrontation), and avoiding a power dynamic are all strategies right at the top.

There are clear expectations and protocols for dealing with outbursts for some of the more extreme behaviors in our school. Teachers quietly, and as privately as possible, address the issue with the student. The student is often given a choice to take a break (we have calm corners in every room), take a break in another room, walk one of our sensory paths, or if supports are available to them, and necessary, go to our cross-cat room.

When a student has a complete meltdown, the class is removed entirely into another classroom, and our building goes into partial lockdown. We are a center-based school, so this happens at least a couple of times a month. But, again, calm and procedure are everything, and even in what would seem like extremely learning disruptive events ultimately end up being minimally disruptive. The class doesn't have big reactions because it is simply not acceptable. It is not uncommon to see two classes in one classroom or instruction taking place in the atrium or library because of a situation.

All that said, it is never fun when you are the one confronted with dealing with a child. There are always those moments of doubt. Taking a deep breath and counting to 10 really does help. I often find it easier to deal with kids who have known struggles more than the occasional, unexpected child who suddenly is in a mood or exhibits uncharacteristic behavior. Not taking it personally is always the hardest for me, but usually, the most important factor to remember.

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One of the most difficult situations for teachers (from my observations) is having parents who are unwilling to admit their child needs help or not caring enough to want to help. Resources like this could help teachers talk with parents and try to explain how important it is to work with the child. For parents who are seeking help and don't know what to do, they often turn to their child's teacher for help. Using resources like this could help open lines of communication with any parent and offer some help for families.

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If your child has been diagnosed with oppositional defiant disorder (ODD) you may be at a loss as to where to begin. It can be daunting to wade through information to find what is worth reading and what is a waste of your time. Let's begin with some basic information along with resources for learning more, addressing specific behaviors, and getting support so you can best help your child with ODD.

ODD is a mental health disorder in which a child demonstrates aggression and purposeful misbehavior. Thought to affect roughly 10 to 20% of school-age children, this behavior disorder is more common in boys than in girls.﻿﻿ When thinking about these behaviors, it's important to realize that many children without ODD exhibit some of these behaviors from time to time.

So what are normal behavior problems and what are not?

Symptoms of ODD in contrast to normal child behaviors may include:﻿﻿

Being easily annoyed or provoked

Excessive arguing with parents and other authority figures

Frequent angry outbursts

Frustration and lack of concentration for the child, along with a reduced self-esteem and difficulty forming and keeping friendships

Lying and blaming others for mistakes

Purposefully irritating and annoying others and intentionally causing conflict

Questioning authority

Refusal to follow rules

Seeming to lack a conscience

Vindictiveness, being spiteful of others

These symptoms can vary from mild to severe, but usually, arise during the preschool years and almost always before puberty. The behaviors often create significant dysfunction at both homes and in the school setting. Fortunately, while these behaviors can cause havoc for parents and teachers, around two-thirds of children out-grow their disorder in their late teens.﻿﻿

It's not known exactly what causes ODD but is most likely a combination of factors. Genetics can play a role and may increase susceptibility to the disorder. Abnormal levels of neurotransmitters in the brain may play a biochemical role. While ODD can develop in children from loving and stable families, it's not uncommon for these children to have had a dysfunctional home life and/or exposure to violence.﻿﻿

ODD may occur along with other conditions, such as attention deficit disorder (ADD), anxiety disorders, bipolar disorder, and language disorders.﻿﻿ Sometimes it takes some time to distinguish between ODD and other common behavioral disorders in children such as ADD/ADHD and conduct disorder.

What to Do After an ODD Diagnosis

When your child is first diagnosed with ODD, it's helpful to learn as much as you can about the disorder. Not only will this help you learn methods for coping with the behaviors, but it can be reassuring to learn that the majority of children outgrow the disorder. Knowing this alone may give you more strength to cope with difficult behaviors today.

Parenting programs can be extremely helpful in getting you up-to-date on how to parent a child with ODD quickly. Some of these include:

Depending on who diagnosed your child, you may also need to find a therapist who can walk beside you as you learn tools for managing your child's behavior. Therapy has been found to work well for children with ODD and also reduces the chance that ODD will progress to conduct disorder later in childhood or antisocial personality disorder as an adult.﻿﻿

You can ask your doctor or therapist if she knows of anyone who specializes in treating children with ODD or ask in one of the online support communities. Parents who have been living with a child with ODD have often learned by trial and error and may offer you valuable tips in finding the right person. Most commonly, it will be a child or adolescent psychiatrist who cares for a child with ODD.

Don't be afraid to interview different providers. It's important that you find an ally who can support you in helping your child.

How to Prepare Your Child's School

If your child is in school, it's important to meet with your child's teacher or others at the school who will be involved in his education. Combining a school-based program with positive parenting at home is most effective.

Special education services can provide support and accommodations for your child. The Individuals With Disabilities Education Act (IDEA) is a federal law which mandates that children with disabilities be provided with services to allow him to function in the school setting.﻿﻿ This usually requires that the disorder impairs his academic performance. You can request an evaluation for your child at any time.

If your child does not qualify for IDEA (usually under the "other health impaired" category) he may still qualify for an individual accommodation plan under Section 504.﻿﻿ You may also wish to contact your school district, State Department of Education, or your state Parent Training and Information Center.

Disciplining an ODD Child

You may have read everything you can get your hands on, but how do you discipline a child with ODD? Having a child with ODD can grate on your nerves, but despite ample opportunities to give negative attention, finding opportunities to give positive attention can really help. Even though negative consequences will likely be needed at times, positive attention is often more effective.﻿﻿

Thankfully, these "positive" consequences seem to make negative consequences more effective when needed. Avoiding harsh punishment and focusing on behaviors rather than the child is also helpful. The programs listed above provide many examples for working with a child with ODD.

Treatment Options for ODD

As noted above, therapy is often very effective for children with ODD and may prevent the condition from progressing to conduct disorder or antisocial personality disorder.

Of note, there are not any specific medications recommended for ODD, and medications alone should not be used to treat the condition. Medications may be helpful, however, in controlling some of the behaviors or for coexisting mental health conditions.

Living With an ODD Child

Living with a child with ODD can leave you on the edge and frustrated. It can be challenging to back up and view the behaviors as separate from your child and to stay calm. Here are a few tips that have helped other parents cope with the day-to-day challenges of living with a child with ODD.﻿﻿

Avoid power struggles.

Don't sweat the small stuff. It might be best to ignore minor behavioral
problems until you get the major problems controlled. Said in another
way, "pick your battles."

Establish clear household rules.

Give your child plenty of time for imaginative play.

Limit the number of questions you ask your child.

Offer clear consequences, and be aware that consequences are not the same as punishment.

Praise your child often.

Provide positive feedback often, even if your child responds in a positive way on a minor issue. Reinforcing the behavior with positive attention may reduce the amount of negative attention their behavior requires.

Schedule daily doses of one-on-one time.

"Walk the walk:" Model positive behaviors for your children to observe.

Getting Professional Help

Even if you follow all of the tips above for parenting a child with ODD, you may still feel overwhelmed. Take a moment to think about when you should seek help for your child's behavior problems.

If your child's behavior problems aren't changing when you incorporate discipline strategies, if their behavior is interfering with school or their social life, or if their behavior is not age-appropriate, it's likely time to seek help.﻿﻿

Helpful ODD Resources for Parents

There are lots of resources available to help parents manage their child's ODD. Here are some places to start looking.

Websites that offer ideas for parents who have a child with ODD include:

DocSpeak offers further information which directly pertains to parents of children living with ODD.

Lives in the Balance is another site which helps assist children in collaborative problem-solving.

Transforming the Difficult Child is designed to help children manage their intensity in different ways.

ODD is usually diagnosed in the preschool years or shortly thereafter, and for many children resolves by the age of 18.﻿﻿ That said, combining "normal" teen issues with the management of ODD can be a challenge. The following site focuses on difficult behavior in teens, including ODD:

There are a few reference sites which provide good overviews of ODD diagnosis and treatment. The sites mentioned here have information provided by those educated in managing children with ODD and are updated frequently. Reliable references sites include:

As noted earlier, ODD often co-exists with other disorders such as ADD. At times, the management of ODD is similar to that of ADD, but other times it's important to distinguish between the two diagnoses. These sites focused on ADD may offer assistance when your child has ODD as a co-existing condition.

In addition to websites, podcasts, and Youtube videos, there are entire books devoted to helping parents cope with and care for a child with ODD. Books which may be helpful include:

The Defiant Child, by Douglas Riley (published in 1997 but still very up-to-date)

The Explosive Child, by Ross W. Greene

The Kazdin Method for Parenting the Defiant Child, by Alan E. Kazdin

Support for Parents

Having the opportunity to talk with other parents living with a child with ODD can be priceless. No matter how thoughtful and understanding your family and friends, there is something special about talking with others who are facing the same challenges.

In addition to emotional support, online support communities can help you learn about the latest findings and approaches to managing ODD. After all, there is nobody more motivated to understand day-to-day life for a child with ODD more than other parents.

Online support groups allow you to get understanding and advice from other parents around the world. There are a number of other online groups as well as Facebook groups designed to connect parents who are living with a child who has ODD.

A Word From Verywell

Learning that your child has ODD can release a mass of mixed emotions. You may be relieved to finally have a label for your child's behavior but at the same time fear what this means for the future.

As parents, the diagnosis can also make you question your own parenting skills. Yet a sense of guilt and shaming is counterproductive to learning how to meet your child's needs. There are many children raised in warm and loving family environments who nonetheless suffer from ODD.

Once you have a diagnosis you can finally begin to address the behaviors. Talk to your doctor. Find a good child or adolescent psychiatrist. Become involved in support groups. Rest just a bit in the realization that the majority of children "outgrow" these behaviors. That said, therapy can go a long way in reducing the chance your child's behaviors will persist.

Explore the tips above, and use the resources and links provided to educate and empower yourself as a parent of a child with ODD.

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Resources for Parents of Kids With Oppositional Defiant Disorder

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There are many options if you're searching for ODD support groups near you. Try these resources for information to support kids with oppositional defiant disorder.

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It seems like there are more students in every class that are showing varying degrees of ODD behaviors. There are a lot of resources for teachers, but I like the options presented on this website. I think if teachers make preparations for situations that could arise before hand, if and when a student shows ODD behaviors, we can handle it better because there will already be a plan in place. Having a procedure ready like we have been reading about in this class would help the teacher stay calm and ready to handle any situation.

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

Elliott Golden / The iSpot

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives-behavior that's sometimes diagnosed as Oppositional Defiant Disorder, or ODD, according to a story by WeAreTeachers.

"Students with ODD disrupt their own lives and often the lives of everyone nearby," write the report's authors. "[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often."

According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit "an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child's day-to-day functioning," for six months or more. Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, "biological, psychological, and social factors may have a role," the academy notes. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone.

Though a teacher's first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who've worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

"We all have the capacity to learn, change, and grow," writes special education teacher Nina Parrish. "When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others."

1. Be Calm and Consistent: As a new teacher, Parrish says she quickly learned that reacting with anger when her students with ODD acted out made the behavior worse and students became "amused or encouraged by upsetting an adult." Instead, Parrish recommends trying to keep a positive tone to your voice, adopting neutral body language, and being "cautious about approaching the student or entering their personal space as this might escalate the situation."

Consistency with words and actions is also important when working with kids with ODD. Teacher Brandy T. tells WeAreTeachers she routinely uses the same set of "trigger words" so her students know she's serious. When students in her class begin to argue with her, "I simply say either, 'not now,' 'later,' or 'fix the issue.'" When her students hear 'fix the issue,' for example, she says that's the signal to "go to their chill-out space if they need to calm down."

2. Reinforce Positive Behavior: For all kids, but especially children with ODD, it's important to "switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior," writes Parrish. She sends home positive notes when students show behavior improvements, even if they're small gains.

Additionally, consider offering students the opportunity to earn certain privileges, suggests WeAreTeachers, rather than "taking those privileges away as punishment." For example, give kids the opportunity to earn rewards-like a bit of iPad time or lunch with a teacher.

3. Find Out What's Going On: Behaviors, notes Parrish, help students "obtain something desirable, or escape something undesirable." She suggests thinking about behavior as feedback, or a way of communicating, an approach that's "helped me work more effectively as a teacher with students who display problem behaviors." Figuring out factors that contribute to students with ODD acting out can help you develop a plan for addressing their difficult behaviors in the classroom.

Sometimes, it's a matter of picking up on a student's signals that their emotions are building long before things reach a breaking point. When students who've experienced trauma are beginning to feel upset, they often show physical signs of their mounting distress: balling up fists, withdrawing from classroom interaction, or clenching their jaw, writes Micere Keels, an associate professor at the University of Chicago and a trauma-informed educator.

"Many educators tend to ignore students' increasing signs of agitation, hoping they'll eventually calm down. But when disregarded, these minor behaviors can quickly escalate," writes Keels, who also recommends identifying students' triggers, like touch or emotionally difficult anniversaries, to avoid situations entirely.

4. Create a Safe Reset Space: Kids with ODD "can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy," according to WeAreTeachers. "Giving them a safe space to calm down and rethink their choices can be beneficial."

At Fall-Hamilton Elementary, a trauma-informed school in Nashville, Tennessee, for example, every classroom has a nook-called a peace corner-with a comfortable seat, a timer, and items like stuffed animals, sensory squeeze toys, and simple drawing and writing supplies. It's a spot where kids can take a break and reset. The school also recognizes that teachers may need a time out too. Using a strategy called Tap-in/Tap-Out, teachers can ask a colleague via text message to briefly cover their class if they are about to lose their cool.

"A dysregulated adult cannot regulate a dysregulated child," says school principal Mathew Portell. "Use strategies that honor the student's emotions and need for space while also getting their systems to calm in a safe way."

5. Offer Choices: It's important to "affirm your students' autonomy by giving them choices," writes Keels, about best practices for de-escalation. When kids feel respected, "their sense of belonging and mood will often improve."

She recommends avoiding ultimatums like "You better sit back down or I'll send you to the office." Instead, clearly communicate expectations and limits so kids understand. You might say, "I see you're upset, but it's not OK to yell at me. You can either go get a drink of water and come back in five minutes, or sit in the reading chair and I will check in with you in five minutes," says Keels.

In the heat of the moment, it's important to avoid an argument, teacher Holli A. tells WeAreTeachers. "State your choices, then walk away," she says. "Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

6. Build Connections: Often, kids with ODD "are looking for a relationship with a teacher who can help them deal with problems on their own, instead of making them stand out in a negative way," according to WeAreTeachers. "Building a connection with them will help get to the root of the behavior."

Though teachers can feel the need to create boundaries with students, simply talking with them informally can build invaluable connections that influence their behavior in the classroom, says middle school math teacher Cicely Woodard.

Woodard says she intentionally makes herself approachable to students and tries to learn interesting details about them. "Some of my students tell me stories about their lives during the five minutes between classes," Woodard says. "I stop what I am doing, look them in the eyes, and listen."

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

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A great video that shows you how to not worry about things not working out in the classroom especially if worried about how your students are behaving at the time. People tend to worry about a lot of things especially when first starting out as a first time teacher or new to the district. Maybe this video will show all of us just to take it easy and to go with the flow. Hopefully this helps someone out there. It provided me with a lot of ideas for future use.

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Primary School Teacher - Worries to Avoid (REAL experiences!)

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This is a very inspirational video about how this teacher faced his own fears and which in turn motivated his students to face their fears. Just a short video. It shows how he became closer to his students and they became closer to him.

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Teacher Faces His Worst Fears To Inspire Students | All Good

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This gives you multiple ways to cope with stress and relieve it. This helps with reducing stress in a variety of ways. She's very happy and encouraging while talking about the 25 different coping strategies. This could also be used with the kids as well and help them deal with their stress levels. Maybe it would help your ODD student calm down and regain control. You never know until you try.

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This teacher has a teacher vlog and you can subscribe to gain other information or ideas from her that helps with how you meet and interact with the kids. You can take this vlog and then build upon it into other areas of ideas to help your students.

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TEACHING TIPS: DEFIANT STUDENTS | MY EXPERIENCE

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Oppositional defiant disorder is defined by aggressiveness and a tendency to purposefully bother and irritate others. While it is true that anybody can be aggressive and irritating from time to time, to be diagnosed as ODD, a person must display a pattern of negativistic, hostile, and defiant behavior lasting at least six months.
What are the symptoms of ODD?
A pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which four (or more) of the following are present:

often loses temper

often argues with adults

often actively defies or refuses to comply with adults' requests or rules

often deliberately annoys people

often blames others for his or her mistakes or misbehavior

is often touchy or easily annoyed by others

is often angry and resentful

is often spiteful or vindictive

Note: Consider a criterion met only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level.
[Self-Test: Could My Child Have ODD?]
The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.

The behaviors do not occur exclusively during the course of a psychotic episode or because of a mood disorder.

Criteria are not met for Conduct Disorder, and, if the individual is age 18 years or older, criteria are not met for Antisocial Personality Disorder. Learn more about Oppositional Defiant Disorder in adults here.

Criteria summarized from: American Psychiatric Association. Diagnostic and statistical manual of mental disorders, fifth edition . Washington, DC: American Psychiatric Association.
How many kids have ODD?
Some sources estimate that 5 percent of all children may qualify for the diagnosis.
Do all children with ADHD have ODD?
Not all kids with attention deficit disorder ( ADHD or ADD) qualify for the ODD diagnosis. However, the percentages are high - some studies put estimates as high as 65 percent of kids with ADHD who also have ODD. A recent article in Attention!, the quarterly magazine published by CHADD, cites a study of 600 7 to 9 year olds in which 40 percent of the children with ADHD also had ODD, with 15 percent, or 1 in 7, having more serious conduct disorders.
[The ADHD-ODD Link in Children] Can children outgrow ODD?
It appears that some children will outgrow some aspects of ODD. For example, a defiant teen may grow into a more easy-to-get-along-with adult. However, other behaviors may be life long. An aggressive two year old will very likely be an aggressive adult.
What should I ask the doctor, psychologist or therapist when I take my child for a visit?
First ask if they have worked with children who have ODD and what methods of treatment they prefer.
How should I treat my child's ODD?

Always build on the positives, give the child praise and positive reinforcement when he shows flexibility or cooperation. Recognize the "little victories."

Learn to control yourself. Take a time-out or break if you are about to make the conflict with your child worse, not better.

Pick your battles. Since the child with ODD has trouble avoiding power struggles, prioritize the things you want your child to do.

Set up reasonable, age appropriate limits with consequences that can be enforced consistently. Resist the temptation to rescue the child from naturally occurring consequences.

Don't go it alone. Work with and get support from the other adults (teachers, coaches, and spouse) who deal with your child. Look for area support groups and/or parenting classes for parents of difficult children.

Avoid burnout. Maintain interests other than your child with ODD, so that managing your child doesn't take all your time and energy. Manage your own stress with exercise and relaxation. Use respite care as needed.

See Dealing with Oppositional Behavior for information and Oppositional Defiant Support Group for support.
[Expert Webinar: Defuse the Defiance - Treating Oppositional Defiant Disorder] Are medications used to treat ODD?
Medications are sometimes used. Talk with a child psychiatrist who is familiar with children with ODD.
Is other treatment required?
The child should see either a psychiatrist, psychologist or a therapist who is familiar with the disorder. Counseling should involve both the child and the family, with an emphasis on ways to cope with such behavior.

If the child becomes dangerous to himself or others, hospitalization may be necessary. Patients who present a danger outside the hospital can be involuntarily hospitalized for up to 3 days by the police or a doctor for observation.
What happens to a child hospitalized for ODD? What can I expect?
Having your child hospitalized for a psychiatric problem can be a traumatic experience. Hospitalization typically is on an emergency basis, often following some kind of severe incident. Parents are often exhausted, traumatized and scared.

Do your best to answer all questions at the hospital as well as you can. Doctors will probably ask for a medical history, any present medications, and an explanation of the event that lead to the decision to bring the child to the hospital. If your child stays overnight, then you should go home and get some rest. DO NOT FEEL GUILTY ABOUT THE FACT THAT YOUR HOME IS MORE PEACEFUL WITHOUT THE CHILD. Use this time to pull yourself together, to nurture your spouse and any other children in the house, and just to enjoy some peace for a while.

During hospitalization, the child may encounter the following procedures.

Group Therapy run by medical staff.

Individual Therapy with a mental health care professional

Family Meetings to prepare the patient and the family for the child's return home.

Time Out if needed. If the child becomes unable to control himself, he may be separated from the other patients. If he seems violent, he may be placed in a "safety room."

Restraints may be used for patients who pose a danger to themselves or others. This usually involves leather bands or straps used to hold the child in a bed.

What is a good book about ODD?
The Explosive Child by Ross W. Greene, Ph.D. a good place to start.

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Facts About Oppositional Defiant Disorder and ADHD

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Oppositional defiant disorder is defined by aggressiveness and a tendency to purposefully bother and irritate others. While it is true that anybody can be aggressive and irritating from time to time, to be diagnosed as ODD, a person must display a pattern of negativistic, hostile, and defiant behavior lasting at least six months.

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One of my biggest takeaways is to remain calm and empathize with what the student is feeling.

“Students with ODD disrupt their own lives and often the lives of everyone nearby,” write the report’s authors. “[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.”

- Be Calm and Consistent
- Reinforce Positive Behavior
- Find out What's Going on
- Create a Safe Reset Space
- Offer Choices
- Build Connections

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

Elliott Golden / The iSpot

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives-behavior that's sometimes diagnosed as Oppositional Defiant Disorder, or ODD, according to a story by WeAreTeachers.

"Students with ODD disrupt their own lives and often the lives of everyone nearby," write the report's authors. "[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often."

According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit "an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child's day-to-day functioning," for six months or more. Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, "biological, psychological, and social factors may have a role," the academy notes. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone.

Though a teacher's first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who've worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

"We all have the capacity to learn, change, and grow," writes special education teacher Nina Parrish. "When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others."

1. Be Calm and Consistent: As a new teacher, Parrish says she quickly learned that reacting with anger when her students with ODD acted out made the behavior worse and students became "amused or encouraged by upsetting an adult." Instead, Parrish recommends trying to keep a positive tone to your voice, adopting neutral body language, and being "cautious about approaching the student or entering their personal space as this might escalate the situation."

Consistency with words and actions is also important when working with kids with ODD. Teacher Brandy T. tells WeAreTeachers she routinely uses the same set of "trigger words" so her students know she's serious. When students in her class begin to argue with her, "I simply say either, 'not now,' 'later,' or 'fix the issue.'" When her students hear 'fix the issue,' for example, she says that's the signal to "go to their chill-out space if they need to calm down."

2. Reinforce Positive Behavior: For all kids, but especially children with ODD, it's important to "switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior," writes Parrish. She sends home positive notes when students show behavior improvements, even if they're small gains.

Additionally, consider offering students the opportunity to earn certain privileges, suggests WeAreTeachers, rather than "taking those privileges away as punishment." For example, give kids the opportunity to earn rewards-like a bit of iPad time or lunch with a teacher.

3. Find Out What's Going On: Behaviors, notes Parrish, help students "obtain something desirable, or escape something undesirable." She suggests thinking about behavior as feedback, or a way of communicating, an approach that's "helped me work more effectively as a teacher with students who display problem behaviors." Figuring out factors that contribute to students with ODD acting out can help you develop a plan for addressing their difficult behaviors in the classroom.

Sometimes, it's a matter of picking up on a student's signals that their emotions are building long before things reach a breaking point. When students who've experienced trauma are beginning to feel upset, they often show physical signs of their mounting distress: balling up fists, withdrawing from classroom interaction, or clenching their jaw, writes Micere Keels, an associate professor at the University of Chicago and a trauma-informed educator.

"Many educators tend to ignore students' increasing signs of agitation, hoping they'll eventually calm down. But when disregarded, these minor behaviors can quickly escalate," writes Keels, who also recommends identifying students' triggers, like touch or emotionally difficult anniversaries, to avoid situations entirely.

4. Create a Safe Reset Space: Kids with ODD "can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy," according to WeAreTeachers. "Giving them a safe space to calm down and rethink their choices can be beneficial."

At Fall-Hamilton Elementary, a trauma-informed school in Nashville, Tennessee, for example, every classroom has a nook-called a peace corner-with a comfortable seat, a timer, and items like stuffed animals, sensory squeeze toys, and simple drawing and writing supplies. It's a spot where kids can take a break and reset. The school also recognizes that teachers may need a time out too. Using a strategy called Tap-in/Tap-Out, teachers can ask a colleague via text message to briefly cover their class if they are about to lose their cool.

"A dysregulated adult cannot regulate a dysregulated child," says school principal Mathew Portell. "Use strategies that honor the student's emotions and need for space while also getting their systems to calm in a safe way."

5. Offer Choices: It's important to "affirm your students' autonomy by giving them choices," writes Keels, about best practices for de-escalation. When kids feel respected, "their sense of belonging and mood will often improve."

She recommends avoiding ultimatums like "You better sit back down or I'll send you to the office." Instead, clearly communicate expectations and limits so kids understand. You might say, "I see you're upset, but it's not OK to yell at me. You can either go get a drink of water and come back in five minutes, or sit in the reading chair and I will check in with you in five minutes," says Keels.

In the heat of the moment, it's important to avoid an argument, teacher Holli A. tells WeAreTeachers. "State your choices, then walk away," she says. "Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

6. Build Connections: Often, kids with ODD "are looking for a relationship with a teacher who can help them deal with problems on their own, instead of making them stand out in a negative way," according to WeAreTeachers. "Building a connection with them will help get to the root of the behavior."

Though teachers can feel the need to create boundaries with students, simply talking with them informally can build invaluable connections that influence their behavior in the classroom, says middle school math teacher Cicely Woodard.

Woodard says she intentionally makes herself approachable to students and tries to learn interesting details about them. "Some of my students tell me stories about their lives during the five minutes between classes," Woodard says. "I stop what I am doing, look them in the eyes, and listen."

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

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Help them to develop coping strategies, such having designated area and option for them to “cool down” and then talk to you. Creating a simple system of emotional communication where they can communicate how they feel with verbally saying, something like a number scale where 1 is bad and 10 is a great day. Having strategies and routines established will better help you and your students in the long run. I found a resource that provides many different strategies which is important to keep in mind, all students are going to be different and what helped one student may not come close to helping another. Utilize the resources in your school for help on compiling strategies that can help your students.

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Coping strategies are important skills for kids and young adults to learn. These are the activities and strategies we use to help us calm down when we're emotionally overwhelmed. We can probably all think of a few kids and young adults who need extra practice managing their emotions effectively! That's where coping strategies come into play. It just makes sense: kids need to learn HOW they can help themselves calm down and feel better before they can actually do it.

It's extremely important to note that kids can't learn new strategies when they are already upset. When we are emotionally overwhelmed, we don't think straight. That's why it's critical to teach and practice coping strategies when kids are calm. You can incorporate these skills as a lesson, small group activities, during a morning meeting, or just woven into your daily instruction.

If you work with learners who need extra help with self-regulation, this list might give you a few extra ideas for teaching and practicing coping skills so that kids can use them effectively when they really need them:

Use task boxes. In short, task boxes are just boxes or crates with tasks for kids to do. All the materials and directions are placed inside the box so it's easy for kids to just open it up and practice. These coping strategies task boxes focus on learning coping strategies in a fun and interactive way. Each specific task is different. In some, kids will match coping strategies while others have students choose a coping strategy for a specific situation. My favorite tasks even have students actually practicing skills like deep breathing, positive self-talk, and more.

Play a board game. Games are always a fun way for kids to practice skills. In this coping strategies board game, kids will roll a dice and move through a game board as they answer questions about coping strategies. Some of the cards have students practicing strategies, while others allow kids to decide which strategies would be best in different situations. Best of all, you can use this as a "break" activity or end of the week reward since it is a game! Kids will have fun learning coping strategies without considering it work at all.

Use read-alouds. There are many great books that you can use to target and discuss coping strategies. One of my recent favorites is Super George and the Invisible Shield by Laurie Mendoza. This book highlights how one boy uses strategies to help him manage his emotions and stay calm.

Make a wheel. Sometimes hands-on activities can go a long way in teaching skills like coping strategies. A coping strategies wheel is a tool that kids create to practice, discuss, and remember coping strategies. My favorite part of this activity is that kids make their own individualized wheels that strategies that work for them. Note that even after kids make theirs, they can use them again and again to remind them about their strategies.

Complete the 30-day challenge. If you're looking for a fun and free way to try out a bunch of new coping strategies, this coping strategies challenge is it! Students use their own calendar and try out a new coping strategy every day for 30 days. They can choose their own or you can direct them as to which strategies to try. It's a great low-prep way to introduce many strategies. Some educators have even told me they have sent this activity home with kids over the summer!

Use an escape room. An escape room activity is a set of puzzles that kids complete to "escape" the room and win the challenge in a certain amount of time. In this coping strategies escape room, kids learn about deep breathing, coloring, yoga, listening to music, and more. The best thing about escape rooms is that kids have to work together throughout the activity. They are a little bit of work to set up, but always extremely engaging for the kids!

Use flip cards. Put together a set of coping strategies cards and put them on a ring for students to flip through and practice. Again, this is an activity that can be used over and over again when students really need to use their strategies.

If you are finding yourself needing resources and ideas for teaching coping strategies, I have put together a huge bundle of Mindfulness and Coping Strategies to target the skills needs need. It includes crafts, interactive activities, lessons, and more, all focused on helping kids and young adults manage their emotions. Mindfulness and coping strategies work especially well together to calm emotions, increase self-control, and create a peaceful community of learners. Give coping strategies a try for your learners!

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Coping strategies are important skills for kids and young adults to learn. These are the activities and strategies we use to help us calm down when we're emotionally overwhelmed. We can probably all think of a few kids and young adults who need extra practice managing their emotions effectively! Tha

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Establishing Realistic Behavior Targets 

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Establishing Realistic Behavior Targets 

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One of my biggest takeaway is that these students need us to establish realistic behavior targets. We cannot expect them to go from one extreme to the other immediately - there needs to be mini stepping stones along the way and we need to celebrate those successes in praise that positive behavior. Our students need us to explicitly discuss our expectations and we can't do it just once it needs to be done on a regular basis. Then when we have these expectations or we have set these realistic behavior targets we need to explain our why and help them make those connections. Students should also be a part of developing these goals, one resource that I have used in the past is helping students develop SMART goals. And again, giving that praise or celebrating the stepping stones is needed to help keep the momentum going and to genuinely celebrate the progress.

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I like this chart because it reminds me of a little part of what is going on inside a child with ODD. It is so easy to forget that the child doesn't want to be this way. There is nothing easy about it for them. There's a lot going on inside their heads too.
We need to remember to:
-Establish realistic behavior charts (modify as needed)
-Praise positive behavior (look for the good)
-Wait before reacting (they are looking for a reaction, keep calm)
-Talk to you class (don't pretend it isn't happening, inform the students, they can be a big help)
-Enlist help (ask for and get help, you can't do it alone)
-Establish a system of emotional communication (find out what works for each student)
-Make a contract (not as easy to do with younger students, more middle school and up)
-Take specific and measured action (The more specific the better, easier for the student to understand and work toward)
-Understand students' challenges (put yourself in their shoe's, they aren't easy ones to be in)

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I feel finding strategies to help a student with ODD is different for each child you work with. The most difficult year I had teaching was the year I had a student with an undiagnosed case of ODD. He was eventually diagnosed but man was that year stressful. Myself, my principal, and our intervention teacher (when she was available, she's only part time) did everything we could to help this poor guy. He was very smart and knew that we really couldn't do much regardless of what he did and he would tell us that. Keep trying to find what helps. Hopefully there is also help outside of the school/classroom to work on things.

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5 Ways to Handle Defiant Students in the Classroom

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The most important thing to remember when dealing with a student in crisis is to remain calm. Take a minute to breathe, and collect yourself before reacting. They will feed off of your energy. Remain objective. Observe the facts and try to redirect the student. DON'T tell them what to do! It will not work out in your favor. It is important to also use positive language. Using "I" statements is also helpful.

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*Be calm and consistent
*Reinforce positive behavior
*Remember behavior is communication
*Create a safe reset space
*Build connections
*Offer choices

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I have had a unique window into this world for some time, although I had never formally looked anything up until this class. I have two nephews who were diagnosed with ODD a few years ago, and I also spent every school day last year with a one to one student who had ODD.
My biggest strategy is to be flexible, and to remember that there might not be any 'right' thing you can do.
I like a lot of the suggestions in the articles, cool down corners or sensory breaks seem to work best if a student is in the early stages or escalation, rather than after or during a meltdown, sensory rooms are sometimes more appropriate for that since their frustration can often be accompanied by destruction of things around them.
Being predictable, safe, and loving, even during a crisis situation is critical for reestablishing rapport after an outburst.
I really appreciated that the scholastic article brought up the idea of having a staff member who can offer support or a break with the student so that the educator can have an adult 'time out' to reset- ODD can be very emotionally exhaustive.
I also think another large tool, especially for students with an IEP is know what the expectations are, understanding what the BIP is, knowing who is on their team, and in some cases who is CPI trained to help.

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It's important to recognize that these students struggle with a disorder and that it isn't something they can just control all the time. It's also important to recognize how wearing that can be on you as a teacher and to have strategies for both of you to be able to take a break if needed. My favorite strategy mentioned was having a 'Buddy Teacher" who you can send that student to go visit or maybe switch classrooms for 10 minutes to give both you and the student a chance to reset. I also really enjoyed the strategy of 'Making a Contract' to have something for you to both reference back to when problems arise to allow you to keep calm and have a plan for discipline depending on the action taken that both of you are aware of and have agreed to.  I really enjoy this picture in the article below as a reminder that ODD is a disorder and that these students didn't choose this for themselves.

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

Elliott Golden / The iSpot

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives-behavior that's sometimes diagnosed as Oppositional Defiant Disorder, or ODD, according to a story by WeAreTeachers.

"Students with ODD disrupt their own lives and often the lives of everyone nearby," write the report's authors. "[They] push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often."

According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit "an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child's day-to-day functioning," for six months or more. Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, "biological, psychological, and social factors may have a role," the academy notes. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone.

Though a teacher's first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who've worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

"We all have the capacity to learn, change, and grow," writes special education teacher Nina Parrish. "When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others."

1. Be Calm and Consistent: As a new teacher, Parrish says she quickly learned that reacting with anger when her students with ODD acted out made the behavior worse and students became "amused or encouraged by upsetting an adult." Instead, Parrish recommends trying to keep a positive tone to your voice, adopting neutral body language, and being "cautious about approaching the student or entering their personal space as this might escalate the situation."

Consistency with words and actions is also important when working with kids with ODD. Teacher Brandy T. tells WeAreTeachers she routinely uses the same set of "trigger words" so her students know she's serious. When students in her class begin to argue with her, "I simply say either, 'not now,' 'later,' or 'fix the issue.'" When her students hear 'fix the issue,' for example, she says that's the signal to "go to their chill-out space if they need to calm down."

2. Reinforce Positive Behavior: For all kids, but especially children with ODD, it's important to "switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior," writes Parrish. She sends home positive notes when students show behavior improvements, even if they're small gains.

Additionally, consider offering students the opportunity to earn certain privileges, suggests WeAreTeachers, rather than "taking those privileges away as punishment." For example, give kids the opportunity to earn rewards-like a bit of iPad time or lunch with a teacher.

3. Find Out What's Going On: Behaviors, notes Parrish, help students "obtain something desirable, or escape something undesirable." She suggests thinking about behavior as feedback, or a way of communicating, an approach that's "helped me work more effectively as a teacher with students who display problem behaviors." Figuring out factors that contribute to students with ODD acting out can help you develop a plan for addressing their difficult behaviors in the classroom.

Sometimes, it's a matter of picking up on a student's signals that their emotions are building long before things reach a breaking point. When students who've experienced trauma are beginning to feel upset, they often show physical signs of their mounting distress: balling up fists, withdrawing from classroom interaction, or clenching their jaw, writes Micere Keels, an associate professor at the University of Chicago and a trauma-informed educator.

"Many educators tend to ignore students' increasing signs of agitation, hoping they'll eventually calm down. But when disregarded, these minor behaviors can quickly escalate," writes Keels, who also recommends identifying students' triggers, like touch or emotionally difficult anniversaries, to avoid situations entirely.

4. Create a Safe Reset Space: Kids with ODD "can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy," according to WeAreTeachers. "Giving them a safe space to calm down and rethink their choices can be beneficial."

At Fall-Hamilton Elementary, a trauma-informed school in Nashville, Tennessee, for example, every classroom has a nook-called a peace corner-with a comfortable seat, a timer, and items like stuffed animals, sensory squeeze toys, and simple drawing and writing supplies. It's a spot where kids can take a break and reset. The school also recognizes that teachers may need a time out too. Using a strategy called Tap-in/Tap-Out, teachers can ask a colleague via text message to briefly cover their class if they are about to lose their cool.

"A dysregulated adult cannot regulate a dysregulated child," says school principal Mathew Portell. "Use strategies that honor the student's emotions and need for space while also getting their systems to calm in a safe way."

5. Offer Choices: It's important to "affirm your students' autonomy by giving them choices," writes Keels, about best practices for de-escalation. When kids feel respected, "their sense of belonging and mood will often improve."

She recommends avoiding ultimatums like "You better sit back down or I'll send you to the office." Instead, clearly communicate expectations and limits so kids understand. You might say, "I see you're upset, but it's not OK to yell at me. You can either go get a drink of water and come back in five minutes, or sit in the reading chair and I will check in with you in five minutes," says Keels.

In the heat of the moment, it's important to avoid an argument, teacher Holli A. tells WeAreTeachers. "State your choices, then walk away," she says. "Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

6. Build Connections: Often, kids with ODD "are looking for a relationship with a teacher who can help them deal with problems on their own, instead of making them stand out in a negative way," according to WeAreTeachers. "Building a connection with them will help get to the root of the behavior."

Though teachers can feel the need to create boundaries with students, simply talking with them informally can build invaluable connections that influence their behavior in the classroom, says middle school math teacher Cicely Woodard.

Woodard says she intentionally makes herself approachable to students and tries to learn interesting details about them. "Some of my students tell me stories about their lives during the five minutes between classes," Woodard says. "I stop what I am doing, look them in the eyes, and listen."

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Offering kids choices, safe spaces, and positive reinforcement can help teachers avoid problems-or manage them when they arise.

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Expanding the Range of Classroom Behavior Interventions

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Expanding the Range of Classroom Behavior Interventions

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I found this part of the article interesting.  "First, list those common misbehaviors that you believe should typically be handled... when finished categorize your list into 3 groups.. mild, med, and more serious. Then list the in-class consequences that are appropriate."

This eliminates the last minute escalation in consequence, you don't loose control when the expectation has already been taught and expected. I really like this.

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This article gave some good real-world examples. I'll share a few teacher quotes that I found helpful.

Safe Space
“Put out books, coloring, LEGO bricks, etc., in a place where they can go on their own when they feel like they need a break,” says Tobey G. “Often immediately after activities with a lot of stimulation, these kids need a safe space to calm down. Let them decide if and when they need to excuse themselves.”

Positive Reinforcement and Appropriate Rewards
Leslie L. uses a behavior tracking system and a reward system where students can turn in for an incentive (iPad time, lunch with a teacher, etc.). “I also build breaks right into their schedule,” adds Leslie. “And I try to be as patient and understanding as I possibly can.”

Avoid Power Struggles
As Kris W. said, “Pick your battles. A student of mine corrects me all the time, whether I am wrong or not. I answer back, ‘OK, let’s double-check that.’ If I made a mistake, I correct it, and we move on; if he’s wrong, I silently let him figure it out.”

Personal Connections
Carol H. says, “Find something at the student’s interest level. I once had a middle school girl that hated all of her teachers and was out of control. She would curse at adults and peers, scratch, bite, and refuse to complete work. I found out she played soccer for a travel team. So did my son. A few weeks into the school year, she had a game adjacent to my son’s, and I was able to watch her play. It changed everything. She is a freshman in college now, and we still keep in touch.”

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Third grade teacher Ms. Kim is really struggling with her student Aiden. Every day, he argues over simple things, seemingly just for the sake of causing trouble. He refuses to take responsibility for his behavior, even when caught in the act. And today, Aiden tore up a fellow student's art project after that student wouldn't let him use their red marker. His parents say he's the same at home. A school counselor finally suggests that many of these behaviors line up with the symptoms of ODD in kids-oppositional defiant disorder.

What is ODD?

Image: TES Resources

Oppositional defiant disorder, commonly known as ODD, is a behavioral disorder in which children are-as the name suggests-defiant to the degree that it interferes with their daily lives. The DSM-5, published by the American Psychiatric Association, defines it as a pattern of angry, vindictive, argumentative, and defiant behavior that lasts at least six months.

In an article on Headteacher Update, Dr. Nicola Davies sums it up this way: "The goal of a student with oppositional defiant disorder (ODD) is to gain and maintain control by testing authority to the limit, breaking rules, and provoking and prolonging arguments. In the classroom, this can be distracting for both the teacher and other students."

Between 2% and 16% of the population may have ODD, and we're not entirely sure of the causes. Scientists believe it could be genetic, environmental, biological, or a mix of all three. It's diagnosed more often in younger boys than girls, though by their teen years, both seem to be equally affected. It co-occurs in many kids with ADHD, with some studies indicating up to 50% of students with ADHD also have ODD.

What does ODD in kids look like?

Image: ACOAS

We all know that kids of a certain age, especially toddlers and teenagers, are pretty much always arguing and defying. In fact, those can be appropriate behaviors at those ages, as kids test the world around them and learn how it works.

However, ODD is a whole lot more than that, to the point where students with ODD disrupt their own lives and often the lives of everyone around them. Kids with ODD push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.

Defiance and arguing

Most kids go through a phase where "no" is their favorite word, but for students with ODD, that phase never ends. They question everything, all the time, and consistently refuse to comply with rules and requests. Their need for argument may lead them to deliberately annoy others in an attempt to create conflict. However, they usually refuse to take responsibility for their mistakes or behaviors, blaming others for everything.

Anger and irritability

These are the kids who seem angry all the time and fly off the handle at the slightest provocation. Their overreactions may devolve into temper tantrums, not just occasionally but frequently. Therefore, every conversation you have with them seems to be a struggle.

Vindictiveness

The ongoing anger of kids with ODD can lead to vindictiveness and a need for revenge. They are spiteful and retaliatory, holding grudges and demanding punishment for others.

Not surprisingly, these behaviors cause students with ODD to struggle both at home and in school. It's hard for them to make friends, and their schoolwork often suffers too. They may become depressed or anxious, or develop conduct or substance abuse disorders as they grow older. Early identification and treatment are vital to helping these kids.

How can teachers help kids with ODD?

It's vital that teachers and parents work together to help students with ODD. The experienced teachers in the WeAreTeachers Helpline group on Facebook suggest trying these methods at school and at home. Find more ideas at Pathway 2 Success.

Be consistent

"Instead of arguing, repeat your words and consequences," says Brandy T. "I use trigger words that I often repeat so the student knows I mean business. If a student tries to argue, I simply say either 'not now,' 'later,' or 'fix the issue!' The student then knows they can go to their chill-out space if they need to calm down."

Give them space to reset

Kids with ODD can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy. Giving them a safe space to calm down and rethink their choices can be beneficial. Calm-down corners have become popular in classrooms for this very reason. "Put out books, coloring, LEGO bricks, etc., in a place where they can go on their own when they feel like they need a break," says Tobey G. "Often immediately after activities with a lot of stimulation, these kids need a safe space to calm down. Let them decide if and when they need to excuse themselves."

Give them choices

Kids with ODD are looking for control. Rather than letting them drive the situation, you can give them a feeling of control while maintaining control yourself. "Always give choices," advises Holli A. "State your choices-then walk away. Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

As in other situations, it pays to stay consistent in your classroom rules and discipline. "After I give choices, I always reinforce the classroom rules and procedures and follow up with an appropriate consequence," says Kristel R. "You cannot falter; stick to your rules and follow through."

Offer positive reinforcement and appropriate rewards

Kids with ODD often respond to positive behavior reinforcement. It's helpful to offer them a chance to earn certain privileges, rather than taking those privileges away as punishment. For instance, give them the ability to earn screen time when they promptly do as they're asked, instead of threatening to take away screens when they defy.

When using a reward system, make sure that it is appropriate and isn't perceived as manipulation. Leslie L. uses a behavior tracking system and a reward system where students can turn in points for an incentive (iPad time, lunch with a teacher, etc.). "I also build breaks right into their schedule," adds Leslie. "And I try to be as patient and understanding as I possibly can."

Teacher Erica M. also uses a point system checklist with options A and B. If they do each one, they earn "points" for an incentive, which often is iPad time during the last 15 minutes of class. "Find an interest and use that to your advantage!" Erica says.

Avoid power struggles

Most teachers agreed: Stay out of those winless power struggles. As Kris W. said, "Pick your battles. A student of mine corrects me all the time, whether I am wrong or not. I answer back, 'OK, let's double-check that.' If I made a mistake, I correct it, and we move on; if he's wrong, I silently let him figure it out."

Make personal connections

Often kids with ODD are looking for a relationship with a teacher who can help them deal with problems on their own instead of making them stand out in a negative way. Building a connection with them will help get to the root of the behavior.

"Almost all of my students have ODD, and I have a great relationship with most of them," says Kendra J. "Find out what they are interested in and have conversations on their level during breaks." Allow them to set goals and decide together what the consequences will be if they don't meet the goal.

Carol H. says, "Find something at the student's interest level. I once had a middle school girl who hated all of her teachers and was out of control. She would curse at adults and peers, scratch, bite, and refuse to complete work. I found out she played soccer for a travel team. So did my son. A few weeks into the school year, she had a game adjacent to my son's, and I was able to watch her play. It changed everything. She is a freshman in college now, and we still keep in touch."

Find ODD Resources

This is just an overview of what students with ODD are facing. Educate yourself about the condition to find more ways to understand and help these kids in your classroom.

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What Teachers Need To Know About Students With ODD

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What is ODD in kids, and how can teachers help their students with ODD? Learn what oppositional defiant disorder looks like in the classroom.

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I took a Love and Logic course several years ago as a parent, but I am finding a lot of what I have read similar to what I learned with Love and Logic.

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My biggest take away while learning about ODD is that even though the student may push ever button, I have, the student is not doing it with a clear mind with malicious intent.  They are frustrated, angry, and dealing with those emotions constantly.  That would be enough to make anyone act out, and it is our job to provide support and resources for the student to learn how to handle those emotions, while continuing to learn academically as well.  As an educator I must keep a clear mind and calm emotions while dealing with situations that may arise from the student.  I learned many strategies to use in a classroom when it comes to a student with ODD.  Some of these techniques include:

-       Give the student positive teacher recognition

-       Monitor the classroom frequently and intervene proactively to redirect off task students before they escalate into more serious problems

-       Avoid saying or doing things that are likely to anger or set off the student. Speak calmly and respectfully for example

-       When you must intervene be clear that the behavior won’t be tolerated, but that you continue to validate and accept the student.

-       Remember the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving.  Punishment generally does not improve student behaviors over the long term and can have negative effects.

-       Develop a classroom crisis response plan to be implemented if one or more students display aggressive behaviors that threaten their own safety of the safety of others.  The administrator needs to approve this classroom crisis plan and that everyone who has a part in the plan knows their role.

-       Other ideas: Allow the student a “cool-down break”, ask open-ended questions, assign a reflective processing essay after misbehavior, Do not get entangled in arguments, emphasize the positive in teacher requests, expand the range of classroom behavior interventions, give praise that is specific and does not embarrass the student, give problem students frequent positive attention, increase reinforcement quality of the classroom, keep response calm, brief, and business like, listen actively, offer the student a face saving out, proactively interrupt the student’s anger early in the escalation cycle, project calmness when approaching an escalating student, relax before responding, reward alternative (positive) behavior, state teacher directives as two part choice statements, use a “buddy teacher” for a brief student break, Use non-verbal and para-verbal behaviors to defuse potential confrontations, use “soft” reprimands, and validate the student’s emotion by acknowledging it.

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I have come across students with ODD as a Para and I'm not always good at knowing what to do. I know I'm good at keeping calm, but don't always know the best way to handle the situation.

I like the for shadowing strategies to help before things get out of control. They included *seating the student closer to the teacher to avoid them disrupting other students. This  way the teacher and put out the "fire" before it gets to big and other students are affected. The next one was to give breaks from the classroom activities when they feel overwhelmed. As a para I have  used that skill many times. It just might take a lap in the hallway.. talking or not talking with the student as you walk with them depending on the student. More time to complete assignments. Maybe letting the student get a head start or penciling that the student will need extra time and you have other students do a read to self when they are done, so everyone has the chance to finish. I think these tips are subtle and easy to do in a classroom with a ODD student.

I think the most important thing is to STAY CALM. It's important that you as a teacher stay in-control by doing this the situation will hopefully not escalate. If you are having trouble doing this ask for back up support. From your amin/pst team. Everyone needs help once in a while and that doesn't make you a bad teacher if you're having a hard time.

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My biggest worry with dealing with students with ODD in a classroom is how it affects the rest of the class. I work with a student who shows signs of ODD and often times disrupts the entire class. Had I not been there as a para, the teacher would have had to deal with that student and abandon the rest of the class. What happens when there is not a support staff to help and the behaviors are severe enough that you cannot leave the student's side to call for help?