Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1.  “Priya has atypical development in many areas of development, which has been observed by the teacher.”(Week 5 notes) Mum told the classroom teacher that she has been told that Priya has ODD. Mum is very upset and cries, she does not know what to do and asks the teacher “what do I do now?” (Week 5 notes)
  2. 2.  Priya’s mum seems to be shocked with the diagnosis and is looking for some resources. As an educator I will educate myself with the disorder . I will accommodate and include Priya with all classroom activities that all the other children are involved in to keep her engaged and occupied. Know what Priya’s triggers may be and avoid them.
  3. 3.  “ODD (Oppositional Defiant Disorder) is defined as a pattern of negative, defiant, disobedient and hostile behaviour a child displays towards an authority figure.” (Waller. R. p 116) A child suffering from ODD often displays severe “habits of losing temper, argues with adults, they are defiant to rules, deliberately annoy others, blame others for his/her mistakes, easily get annoyed by others, often spiteful, vindictive and angry.” (Waller. R. p 116) In order to diagnose a child suffering from ODD they display four or more of the above symptoms for at least six months. (Waller. R. p 116) “ODD is commonly found in boys”. (Week 3 notes)
  4. 4.  www.youtube.com/watch?v=InFGmKVHV4E &feature=related
  5. 5.  Children suffering from ODD often argue with teachers, classroom helpers and peers. Children go to great lengths to avoid following rules and use remarks like “I don’t have to!” or “You can’t make me!” (Waller. R. p 117) In a situation where a teacher exercises authority, “the child makes remarks under his/her breath.” (Waller. R. p 117) Children suffering from ODD usually provoke their peers by “mocking or teasing” (Waller. R. p 117) them and often stare at others with pompous glances.
  6. 6.  “Educators equipped with techniques in dealing with behaviour problems like ODD are better able to effectively deal with such situations in the classroom setting.” Children with good mental health succeed in school, therefore addressing ODD in the school setting is advantageous. Teachers have the opportunity to point out ODD behaviour early in the child before it becomes severe. This helps in taking measures to deal with such problems early. Children with ODD disrupt the entire class and addressing ODD in the classroom setting not only helps the child suffering from ODD but also the class as a whole.
  7. 7.  It is important to keep other children in the classroom safe from any harm. It can be draining, frustrating and very hard to cope with children that are diagnosed with ODD, as they are lacking social and communication skills. In order for an educator to modify the child care setting, is to be updated and have knowledge of the disorder. Get assistance from a Resource Teacher to help with strategies with accommodating the child with ODD as well as the class as a whole. A “form 14” (Week 5 notes) needs to be filled out by parents, to get permission to have a Resource teacher come in. If not the Resource teacher can help the classroom teacher.
  8. 8.  It is important to keep calm, patient and understanding at all times as situations can take a turn, because anything can trigger the child. Allow the child to be involved in daily activities so they are able to socialize and are respected by their peers, this will help to build their self esteem. Children with ODD do not look different from other children. Ask for assistance from other staff in the centre. Motivate the child with ODD without distinguishing that they are different. Letting the child and their peers know of the same rules and expectations within the classroom environment. Using calming techniques that all children will benefit from, such as taking short deep breaths, counting or singing.
  9. 9.  Let all children know that they are valued and safe which will allow them to reach their potential. Focus on the positive behaviour. Maybe give incentives. If the child with ODD is angry allow them to calm down before speaking to them, making sure other children are safe. It is important to collaborate and include the family, coworkers, specialists and consultants. If the environment setting needed to be changed to accommodate the child, making sure it is safe and friendly for all children, by rearranging the room, to make sure there are no triggers. Talking to the children as a whole class is also important by bringing in books.
  10. 10.  Families with children suffering from ODD may have a history of mental problems, some kind of violence in the family and maybe members of the family with some kind of criminal records. Children suffering from ODD “are most likely to become a teenage parent, have several siblings, come from single-parent household, move frequently and are often exposed to foster care.” (Waller.J p.118) Some children with ODD often live with parents who have strict rules at home, they blame their children for family/personal problems they may have. These parents seem to discipline the children harshly, which can trigger negative behaviour.
  11. 11.  Allow the child to play more effectively with the parent by focusing on the needs with positive reinforcement if needed. (Degangi. G, p.128)■ Allow the child to repeat exercises to enforce learning and focus on the child’s success (positive behaviour), not errors (negative behaviour). Foster the child’s thinking by valuing his/her ideas (input) and encourage them to brainstorm their ideas with the parent. Have play dates with children that your child may be comfortable playing with.
  12. 12.  www.youtube.com/watch?v=EkJtcO8t_3E&fea ture=related
  13. 13.  http://www.aislingdiscoveries.on.ca/ This organization helps children from birth to 12 years of age who are experiencing behavioural issues. “They promote and strengthen emotional and social well-being for children and their families through prevention, intervention and treatment services.” http://www.aislingdiscoveries.on.ca/ “Estimated time for treatment during the day is 2 months from the first day of contact and 4-6 months for treatment in the evening.” http://www.aislingdiscoveries.on.ca/ There is no cost for this service, just a long waiting period depending on the service required. Families can contact the organization directly or be referred by a specialist. They help all families that need assistance. There will be a 45 minute evaluation with a therapist to see what the best treatment would be for that particular family. Contact the Behaviour Management Program 416-321-5464 xt 233.
  14. 14.  Therapy in Toronto help This is a private clinic not covered under OHIP Patients can use insurance the cost would be $190 for 50 minutes. Patient paying out of the pocket, the cost would be $135+hst for 50 minutes. Referrals are not necessary. Families would have to make an appointment to see a therapist. Helps all families in the need of some kind of therapy. Appointments depend on availability of spots for a particular day. http://www.therapyintoronto.com/ Contact: Dr. Andrew Guthrie, 416-985-2634
  15. 15.  We should get as much information from families before making any suggestions. As an educator we should not be blaming parents for the child’s behaviour. Being empathetic, understanding and work with parents collaboratively will help both parties to come to a common goal. Provide some resources to Priya’s mum such as clinics and organizations as listed earlier. Assure the mother they will work as a team.
  16. 16.  Images used: http://www.google.ca/search?tbm=isch&hl=en&source=hp&biw=1024&bih=524&q=angry+c hildren&gbv=2&oq=angry+chil&aq=1&aqi=g10&aql=&gs_l=img.3.1.0l10.4609l9125l0l11672l10 l10l0l0l0l0l203l1205l0j6j1l7l0.llsin. http://www.google.ca/search?tbm=isch&hl=en&source=hp&biw=1024&bih=524&q=oppositi onal+defiant+disorder&gbv=2&oq=oppositional+&aq=0&aqi=g5g- S5&aql=&gs_l=img.3.0.0l5j0i24l5.547l5078l0l19797l13l13l0l4l4l0l203l1264l0j8j1l9l0.llsin. McCaie, L. (Director) (2012, February 10). Case studies. Inclusion. Lecture conducted from Centennial college, Toronto,ON. McCaie, L. (Director) (2012, January 27). Children with behavioural & social/emotional disorders. Inclusion. Lecture conducted from Centennial college, Toronto,ON. DeGangi, G. A., & Kendall, A. L. (2007). Effective parenting for the hard-to-manage child: a skills- based guide. London: Routledge. McCaie, L. (Director) (2012, February 10). The role of ECE. Inclusion. Lecture conducted from Centennial college, Toronto,ON. Waller, R. J. (2006). Fostering child & adolescent mental health in the classroom. Thousand Oaks: Sage Publications. APA formatting by BibMe.org.