Meeting the Needs of Children

1. Due: Week 12 – March 31st 2015
By: Kailey Hyrchuk
For: Lisa McCaie
Child in case study: Avery

2. - Avery is 10 years old and is
in 5th grade.
- Avery currently receives
special education services for
a learning disability as he is
two years below grade level in
reading.
- Avery has a total of 13 days
suspension from school as he
was caught stealing and
threatening a teacher.

3.  According to Ages and Stages Avery is developing atypical and
below in the Social and Emotional domain because typical
development states that “outbursts of anger are less frequent”,
(Child Development Ages and Stages, class notes, week 1). This is
not the case for Avery therefore he is exhibiting atypical
development for this domain. Even though typical development
states “may belittle or defy adult authority” Avery’s behaviours are
outside this typical range.

4.  Avery called his teacher names and threatened violence
toward her. The student code of conduct at the school
required for Avery to be suspended. This shows Avery’s
defiant behaviour toward authority figures and adults. This
type of behaviour is consistent with criteria for Oppositional
Defiant Disorder. “The oppositional symptoms often emerge
in the home setting but over time may appear in other
settings as well.” (American Psychiatric Association, page 101)

5.  In Avery’s case his family doctor
or paediatrician would need to
decipher if Avery’s recent
behaviours are due to the absence
of his father in the home which
may indicate environmental
factors or if Avery’s actions and
behaviours are consistent to the
point where he may have a
diagnosis of ODD.

6. What is ODD?
 Oppositional Defiant Disorder or ODD is a Behavioural and
Social/Emotional Disorder
 Children with ODD are easily annoyed, typically have
challenging moments with authority figures, struggle to
comply with rules and routines, blame others and have low
self-esteem (Children with Behavioural and Social/Emotional
Disorders, class notes, week 3)
 Children with ODD are most commonly male

7. Signs and Symptoms of ODD
 Easily irritable
 Not able to follow rules or directions
 Vengeful
 Disregard for authority figures
 Will look for fights
 Does not take responsibility for own actions
 Consistent pattern of the above signs may indicate
that the child has ODD

8.  “The disturbance in behavior causes clinically
significant impairment in social, academic, or
occupational functioning.” (2013)

9. What is ODD?
Click on the link below to learn more about Oppositional Defiant Disorder
from Dr. Kimberly Williams :
https://www.youtube.com/watch?v=bG6XQwfIyXs

10.  If Avery was assessed and proven to have ODD there are some benefits of the
diagnosis.
◦ Start the process for funding in school and at home with services that
would benefit Avery and the family
◦ Provides a “common language” (Inclusion of children with special needs,
class notes, week 2)
◦ Puts a name and description to what Avery has been going through
◦ Professionals will be able to assist Avery and his family in taking the next
steps in the process and bridge the gap to success
◦ The family will be able to find many other families dealing with the same
challenges and find support to know that they are not alone

11.  Avery’s mother is an Early Childhood
Educator in a school aged program
 Avery’s mother is very stressed and
overwhelmed
 She does not know what else to do to help
her son
 Avery’s father is absent from his life as he
recently departed from the family to be with
another partner

12. There are so many different emotions that Avery and his
parents are dealing with at this trying time in their life.
Above are some of the emotions and feelings that they
may be experiencing.

13.  Avery would benefit from support
around working to achieve up to
his grade level in reading
 Avery needs someone to talk to
about his parents not being
together and his absent father
 Avery needs support in the
classroom
 Avery needs an assessment for the
possibility of a diagnosis of
Oppositional Defiant Disorder
(ODD)

14.  It would benefit Avery and his family to enter into
group therapy to open lines of communication
 Avery’s parents need to come together to support
Avery because his parents may not currently speak
because of the way the father left the family.
 Avery’s mother needs a strong support system to
support her during her own time of need so she
can be in turn supportive and there for her son.

15.  I would adapt the classroom
in the following ways to
assist Avery…
 Provide a quiet area where
he can go to spend some
time alone, yet still in sight
of the teacher. I would
provide Avery with some
comfortable seating such as
a small couch or bean bag
so that he can take a few
breaths and relax. This area
would preferably have some
natural light.

16.  To support Avery in the classroom with managing his
behaviour it is important to:
◦ Be patient and give clear boundaries – Set limits
◦ Set him up for success by making attainable goals for him
◦ Have a good relationship with Avery’s parents and communicate often
to try to be as consistent as possible between home and school. Share
what works and what doesn’t when it comes to strategies.
◦ Don’t sweat the small stuff, be flexible (Progettazione) and choose your
words carefully
Set boundaries
and expectations
Be clear
and
concise

17.  Avoid arguing, or entering in power struggles
 Focus on the good and positive wherever
possible
 Be realistic and set goals, expectations and
rules
 Ensure that directions and instructions are
clear and direct

18.  “Seek assistance from the school administrator,
counselor, psychologist, special education teacher,
or other school professional when you feel
overwhelmed or when you feel you or the children
in your classroom are unsafe due to the behavior of
a student with ODD.” (Davies, 2006)

19.  The set up of the classroom and Avery’s teacher may be triggering
some of his emotions. We need to find out what the teacher can do
to try and lessen Avery’s anxieties and set him up for success. One
way is to physically adapt the classroom to fit Avery’s needs.
 This is called Physical Adaptive Learning Environments
 By adapting “Flexibility in Routines, schedules and activities”
(Physical Adaptive Learning Environments, class notes, week 4) we
can give Avery more time for transitions, warnings before
transitions, show pictorial agendas of what is to come next or
allowing more time for him to complete tasks when he needs it. This
may reduce Avery’s defiance to following rules if he is independent
and feels more in control in his environment in a positive way.

20.  Stimulation and Novelty: (Physical Adaptive
Learning Environments, class notes, week 4) If
loud noises or many people talking at once
bothered Avery I would provide him with a set of
headphones so that when he feels like he is
overwhelmed or getting angry he controls what he
wants to hear and what is too much for him. This
provides him with greater independence and builds
self-regulation skills.

21.  “Involvement of Typical Children” (Physical
Adaptive Learning Environments, class notes, week
4)
 I would create a buddy system with a willing child who is a good role model,
positive influence and good student. Avery and this child would work closely
together and peer tutor this child in reading and other academics which he
needed assistance with. Avery would be able to go to this student as well as
the teacher when he needs support. Sometimes children feel more
comfortable working with a peer then a teacher, especially if the child has
persistent issues with authority figures.

22.  “Collaborative Planning” (Physical Adaptive
Learning Environments, class notes, week 4)
 Collaboration with teachers, resource teachers, school supports and parents
are very important to Avery’s success in school. Working together to have a
common ground and consistency would help Avery to understand his
expectations and routines at home and in school.
 I would also work in collaboration with Avery to find out what his motivations
are, what he likes to do then I would incorporate these into the classroom
environment to use as incentives and part of daily planning to support Avery
in being successful.

23.  “Staff Support and Training” (Physical Adaptive
Learning Environments, class notes, week 4)
 Staff training and workshops to learn more about children
with ODD would be very beneficial to Avery’s teachers. If they
could get some perspective about how Avery feels in the
classroom and to be in his body, I feel that this would assist
the teachers to provide him better solutions and understand
how he feels.

24.  “Parents of Children with Special Needs” (Physical Adaptive
Learning Environments, class notes, week 4)
 In order to further collaborate with parents I would provide clear
and specific feedback
 Provide the parents with resources and materials, support groups
to help them with their child’s abilities to bridge the gap
between home and school
 I would be patient and respectful with parents and make sure
they know that I will not judge them

25. Ken McCallion
 Ken is a Certified Registered Psychologist certified for children,
adolescence, and adults ages 5-60.
 Over 15 years experience
 Ken believes in a collaborative approach and works with other
professionals to come up with the best results for you
 At Beaches Family Practice, Psychology is Growth
116 Glen Manor Drive
On Queen St E Between Woodbine & Victoria Park
Toronto, Ontario Canada M4E 2X2
 (416) 698-0999 x206
 Accepts some insurance plans
 Cost per session approx $180
(McCallion, 2015)

26.  Support groups for parents of children with ODD
 Some parents may be nervous to physically go to a meeting or group
and talk with people face to face in the beginning.
 This website hosts chat rooms which allow parents to speak openly
and ask questions about their own children. They can also seek out
advice from other parents with children who have ODD.
 The point of forums like this is for support to show parents that
someone out there is going through the same thing as they are and
that they are not alone.
http://www.dailystrength.org/c/Oppositional-Defiant-Disorder-ODD/support-group
Some forums currently running have the following topics:
- “New to this. Need help. Son has ODD”
- “New and lost”
- “New here and feel hopeless”
- “Diagnosis”

27. Ms. Jennifer Salter
- Councillor, Psychotherapist,
Registered Social Worker
- Works with parents and their
relationships with each other as
well as their child with special
needs
- Works with children, preteens,
teens and adults
Toronto, Ontario Canada M5S
1E5
(416) 944-2692
Treatment Options Offered:
Coaching
Cognitive Behavioral (CBT)
Eclectic
Family / Marital
Motivational Interviewing
Solution Focused Brief (SFBT)
Modality:
Individuals
Couples
Family
(Salter, 2015)
https://therapists.psychologytoday.com/rms/prof_detail.php?profi
d=231700&sid=1427771269.6477_4600&city=Toronto&state=O
N&spec=204&tr=ResultsName

28. Mr. Rom Malik
 Psychotherapist
 Over 20 years experience
 Works with children and adults
 Cost per session $140-180
 Some insurance accepted
 Free phone consultation
Yonge Lawrence Centre for
Counselling & Consulting
3080 Yonge Street
Suite 5016, Box 87
Toronto, Ontario Canada M4N 3N1
(647) 931-1563
Treatment Options:
Attachment-based
Coaching
Cognitive Behavioral (CBT)
Existential
Family / Marital
Family Systems
Humanistic
Integrative
Play Therapy
Psychodynamic
Relational
Trauma Focused
Modality:
Individuals
Couples
Family
(Malik, 2015)
https://therapists.psychologytoday.com/rms/prof_detail.php?p
rofid=89633&sid=1427771269.6477_4600&city=Toronto&stat
e=ON&spec=204&tr=ResultsName

29. Mrs. Shahnaz Ahmed
 Registered Social worker/Therapist
 20+ years experience
 Provides services in English, Bengali, Hindi, Punjabi, Urdu
 Works with children from 6 years old and adults
 Approx cost per session $70-$120
Family Counselling &
Psychotherapy Services
305 Rusholme Rd
Toronto, Ontario Canada
M6H 2Y9
(647) 219-2998
Treatment Options:
Cognitive Behavioral (CBT)
Family / Marital
Family Systems
Interpersonal
Motivational Interviewing
Narrative Therapy
Single Session
Solution Focused Brief (SFBT)
Modality:
Individuals
Couples
Family
(Ahmed, 2014)
https://therapists.psychologytoday.com/rms
/prof_detail.php?profid=132680&sid=1427
771269.6477_4600&city=Toronto&state=O
N&spec=204&tr=ResultsName

30.  Dr. Andrew Guthrie
 Able to conduct assessments
 Psychotherapy
 Works with children, teens
and adults, one on one,
couple and family sessions
 Will work with lower income
 5 years experience with
Children’s Aid
 Provides free email or phone
consultations
 Most services covered by
insurance
(Guthrie, 2014)
Treatment Options:
Attachment-based
Emotionally Focused
Family / Marital
Play Therapy
Psychoanalytic
Psychodynamic
Relational
Trauma Focused
14 Prince Arthur Ave
Suite 206
Toronto, Ontario Canada M5R 1A9
(416) 985-2634
www.therapyintoronto.com

31.  Images:
Boy chalk drawing - NationalAssemblyforWalesPhotostream@flickr.com
Reaching for support – mommypeace@flickr.com
Boy with flower – Jusben@morguefile.com
School – mconnors@morguefile.com
Bridge the gap to success – penywise@morguefile.com
Anger 1 – jppi@morguefile.com
Anger 2 – jppi@morguefile.com
Teacher and child support - KristinAndrus@flickr.com
Social support – KristinAndrus@flickr.com
Reading group – ArchivesNewZealand@flickr.com
Connecting ribbons – DannyYousef@flickr.com
Couch talk – our.city.lights@flickr.com
Reaching out – ginucplathottam@morguefile.com
Being Clear - Progerino@morguefile.com
Setting Boundaries – Mconnors@morguefile.com
Quiet area – ladyheart@morguefile.com
Zen – isabelle13@morguefile.com
Group of people – Fisserman@morguefile.com
Kicking – Marcwathleu@flickr.com
Male expression – giovanni@flickr.com
Help – Patrick@flickr.com
Help! – Mensatic@morguefile.com
Family - GaborfromHungary@morguefile.com
Heart – imelenchon@morguefile.com
Happy Face – mgdboston@morguefile.com
Hearing – jppi@morgufile.com
Friends – prawny@morguefile.com
Hand holding – jclk888@morguefile.com
Clock – ladyheart@morguefile.com
Schedule – mantasmagorical@morguefile.com
Headphones – Kolobsek@morguefile.com
Boys – greyerbaby@morguefile.com
Seminar – clarita@morguefile.com
Children – psarahtonen@morguefile.com
Phone – imelenchon@morguefile.com
Phone cans – pippalou@morguefile.com
Self care – gabourfromhungary@morguefile.com
Success – flashbuddy@morguefile.com

32.  Oppositional Defiant Disorder. (2000). In Diagnostic and statistical manual of mental
disorders: DSM-IV-TR. (4th ed.). Washington, DC: American Psychiatric Association.
 Inclusion of Children with Special Needs, Class notes, Using Labels, Week 2
 Inclusion of Children with Special Needs, Class notes, Oppositional Defiant Disorder,
Week 3
 The Healthy Development of the Whole Child, Child Development Ages and Stages
Booklet, class notes, week 1
 McCallion, K. (2015, March 9). At Beaches Family Practice, Psychology is Growth.
Retrieved March 25, 2015. Retrieved from
https://therapists.psychologytoday.com/rms/prof_detail.php?profid=160198&sid=142
7771269.6477_4600&city=Toronto&state=ON&spec=204&tr=ResultsName
 Salter, J. (2015, March 15). Ms. Jennifer Salter. Retrieved March 20, 2015. Retrieved from
https://therapists.psychologytoday.com/rms/prof_detail.php?profid=231700&sid=142
7771269.6477_4600&city=Toronto&state=ON&spec=204&tr=ResultsName
 Malik, R. (2015, January 30). Mr. Rom Malik. Retrieved March 26, 2015. Retrieved from
https://therapists.psychologytoday.com/rms/prof_detail.php?profid=89633&sid=1427
771269.6477_4600&city=Toronto&state=ON&spec=204&tr=ResultsName
Text and Online Sources

33.  Ahmed, S. (2014, August 19). Mrs. Shahnaz Ahmed. Retrieved March 31, 2015. Retrieved
from
https://therapists.psychologytoday.com/rms/prof_detail.php?profid=132680&sid=142
7771269.6477_4600&city=Toronto&state=ON&spec=204&tr=ResultsNa
 Guthrie, A. (2014, July 10). Dr. Andrew Guthrie. Retrieved March 22, 2015. Retrieved
from
https://therapists.psychologytoday.com/rms/prof_detail.php?profid=200707&sid=142
7771269.6477_4600&city=Toronto&state=ON&spec=204&tr=ResultsName
 Psych Central. (2013). Oppositional Defiant Disorder Symptoms. Psych Central. Retrieved
on March 28, 2015, from http://psychcentral.com/disorders/oppositional-defiant-
disorder-symptoms/
 Inclusion of Children with Special Needs, Class notes, Physical Adaptive Learning
Environments, Week 4
 Davies, L. (2006, August 1). Oppositional Defiant Disorder in Children by Leah Davies,
M.Ed. Retrieved March 29, 2015, from
http://www.kellybear.com/TeacherArticles/TeacherTip68.html

34. Media Sources
 Zen audio clip from: https://www.youtube.com/watch?v=OH2ElT7ymJA
 Oppositional Defiant Disorder video from
https://www.youtube.com/watch?v=bG6XQwfIyXs
 Wordle from http://www.wordle.net/