This approach allows the child to learn through natural consequences and teaches them appropriate behaviors. It focuses on positive reinforcement. This would help Priya learn appropriate social skills in a supportive environment.

1. Afnan Es-sayyid
Thursday, April 4th, 2013
Lisa McCaie
Inclusion
ECEP 233-063

2. My Child
Priya is my child and she has Oppositional Defiant
Disorder.
Scenario:
You have observed atypical development in many areas
of development in Priya. Yesterday, her Mom was told
that Priya has ODD (Oppositional Defiant Disorder).
She asked you, “What do I do now?” and begins to cry.
She covers her face and says “why me?”
Virtual Child: Afri,
1st semester.

3. Special Need?
http://lostandtired.com/2012/09/30/lets-talk-
about-special-needs-parenting/

4. Priya & Family’s Needs?
Priya’s mother was told that Priya has Oppositional
Defiant Disorder.
Priya:
 Atypical development in many areas of development
Mother:
 Wonders what to do with this diagnose
 Wonders why this is happening to her

5. What is ODD?
 Oppositional Defiant Disorder (ODD) “is a condition
in which a child displays an ongoing pattern of
uncooperative, defiant, hostile, and annoying behavior
toward people in authority. The child's behavior often
disrupts the child's normal daily activities, including
activities within the family and at school”(WebMD,
Mental Health Center)
http://oppositional-
defiant-disorder-
odd.wikispaces.com/

6. Atypical Development?
 An individual who is different than others in terms of a
normal aspect such as, an individual growing up
within the normal ages and stages. Atypical would be
an individual who grows at pace or really slow, and
who is diagnosed with any special need.
http://blog.journals.ca
mbridge.org/2013/02/at
ypical-language-
development/

7. ODD Video
http://youtu.be/0VWPbTfLt-Q
This video talks about ODD and its background history
such as, what’s it about and how it has formed.
(Class Notes Video)

8. Modifications
http://labspace.open.ac.uk/mod/oucontent/view.php?id=425702&section=1.2.4

9. Adaptation to Physical
Environment
 Modifications that could
take place are for Priya
would be:
- Materials, Toys &
Equipment
- Labelling System
- Flexibility in Routines,
Schedules & Activities
- Stability & Predictability
- Collaborative Planning
- Preparing the child to
Transition to School
http://nicoleshomedaycare.blogspot.ca/

10. Materials, Toys & Equipment
 Have appropriate materials for the
children to play with to avoid health
and safety issues. This would help
Priya by being able to connect with
the item without frustration.
 Have manipulative materials and toys
for children to avoid conflict, arguing,
fighting, tantrums, and
temperaments between the children
which will set Priya off.
http://www.naeyc.org/toys
(Class Notes: Adaptive Learning
Environments, Jan. 31st, 2013)

11. Labelling System
 Labelling large print items and toys
in the classroom will make the
child’s environment easier to access
and they will visually see where the
things they want are. For example, if
Priya has no patience to look around
and read for toys, instead of getting
frustrated there could be different
types of visuals.
http://childhood101.com/2012/11/clearing-
 Other visuals are symbols, pictures, the-kids-clutter-printable-toy-tub-labels/
and shaped containers.
(Class Notes: Adaptive Learning
Environments, Jan. 31st, 2013)

12. Flexibility in Routines, Schedules &
Activities
 Allowing more time to transition
 Consistency in order of the day, but
time is flexible
 Modification of activities to be
more inclusive
 Expectations and follow through
 If these pointed are taken into
consideration Priya would be more
relaxed and there would be less
interruption throughout the day in
schools and homes.
(Class Notes: Adaptive Learning http://www.docstoc.com/docs/3546771/CAUTION-
Environments, Jan. 31st, 2013) KIDS-AT-PLAY-DAYCARE-DAILY-SCHEDULE-
am-am-ARRIVAL

13. Stability & Predictability
 Even though you should be flexible with transitions, schedules,
and planning you should still maintain stability and
predictability for the Priya so that she can learn the routines and
one day will be able to follow through without interruptions.
 A modification that could be made would be creating a schedule
that the child can understand and you go through it with them
to apply it. Then you let them know you’re available to support
them at anytime.
 Also, talk to the child about emergency procedures and what to
expect; so that they are able cooperate with you during these
unexpected transitions.
 Always have expectations and follow through.
 If you follow these steps with your child who has ODD they will
eventually learn the steps and expectations in the home or
school and will follow through. Once they learn these
transitions or procedures they will predict it and follow through
easily than usual.

14. Collaborative Planning
 Be open to the learning and experience of Priya
 Take intro consideration her needs and comfort zone
 Have several material equipments
 View the environment as a 3rd teacher
 Always provide moral support
 If these steps were to take place Priya would feel included
within the children and will build on her self-esteem to be
postive and outgoing than viewing herself as trouble or
not capable to cooperate or do anything.
(Class Notes: Adaptive Learning
Environments, Jan. 31st, 2013)
Image: http://jonathancanzio.blogspot.ca/2012/12/collaborative-planning.html

15. Preparing the Child to Transition to
School
 Have talks and discussions with Priya before
attending to school and explain to her what it is and
why she needs to go and the outcomes of it.
 Have a booklet that introduces the child to the
environment of their classroom such as, where their
cubbies are or where the toys are.
http://familysyste
matics.typepad.co
m/homework_succ
 Always have a couple of visits with the child and get ess_network/new-
them to get comfortable and adapt to the school-year-tips/
environment before leaving the child there which will
affect the child and set them off into temperaments.
(Class Notes: Adaptive Learning
Environments, Jan. 31st, 2013)

16. Teaching Strategies
 Modifications that could take place
are for Priya to learn would be:
- Visual communication
- Visual images
- Saying no less
- Fidget Kits
- Basket Approach
- Calming strategies to use with
children
- Reinforcement
- Task analysis
- Giving instructions
http://live-the-solution.com/mindmaps/
- Giving choices
- Chaining & Shaping

17.  Communication:
Visuals
- “Visual supports hold time and space, direct
attention, allow more time to process information,
help memory and teach more words”
(ConnectAbility: Visual Communication Workshop.
Class notes).
- This allows children to use their words than throw
many tantrums in the environment harming
themselves. This would help Priya explain herself or
what she wants when she’s under stress and throwing
a temperament.
 Visual Images:
http://playfullearning.
- First and then approach to allow them to understand net/using-visual-
what comes first and then what comes second. schedules-with-
- Allows them to process information easily and can children/
visualize what is expected from them.
- Always go step by step to help the process and not to
trigger the child.
(Class notes: Using Visuals. Feb. 28th, 2013)

18. Less “NO” = Cooperation
 When a child is told no most of
the time that’s when they began
their tantrum and their reaction
changes into an unpleasant
mood.
 Instead of demanding the child http://magicalhomes.in/are-parents-
saying-no-less-often-to-children/
to clean their room or do a task,
work your way into the situation
and talk to them about cleaning
their room for example instead of
them yelling no and you getting
frustrated.
http://www.story-
lovers.com/listscooperationstories.html

19. Fidget Kits
 These devices are used to help
children focus and maintain
attention during challenging
activities such as, learning in a
classroom setting or child care
setting.
 The kit has sensory items to keep
the child’s attention and they’re
used for calming, focusing, and
self-regulation.
(Adaptive Devices: Class notes, http://www.cheapdisabilitya
03/28/13) ids.co.uk/tactile-fidget-
hamper-1184-p.asp

20. Basket Approach
 Basket A “My way or the Highway”
- Use once in a while (safety issues)
such as, unsafe actions.
 Basket B “Parent as Teacher”
- How to deal with the child
- Proactive approach
- Teaching social skills
 Basket C “Whatever”
- Prioritize what is important and http://www.finishrich.co
what can wait m/blog/3-basket-
approach-to-financial-
security/
(Video- Oprah: Out of Control Children. Feb. 28th,
2013)

21. Calming strategies to use with
Children
 Choose a good time and age appropriate
Calming Activities:
- Breathing exercise (blowing candles/
balloons)
- Physical activity (yoga, tense and relax,
and stretching)
 Sensory play (Feeling Box, Listening
Centre, Visual Centre)
 Positive self talk (I can…)
 These can help Priya during stress times
and if she practise these strategies at
appropriate times she can learn to use http://pinterest.com/pi
them when she’s angry or in a tantrum. n/13018286392949116/
http://connectability.ca/2010/09/23/calming-
strategies-to-use-with-children/

22. Reinforcement
 Reinforcement allows the child to learn new skills, build
independence and self-esteem.
 It motivates the child and allows learning to occur faster
 Learning a new skill can be challenging but with
reinforcement it helps the child stay on task.
4 Types of Reinforcement:
1. Social praise and attention such as, clapping
high 5, tickle, smile, hugs/kisses, and cuddle
2. Tangible items such as, toys
3. Favourite Food if child does not respond verbally
4. Token economy such as, allowance or money http://www.goodreads
.com/book/show/1276
(Class notes: ConnectAbility- Reinforcement workshop. Feb.21st, 2013) 42.10_Days_to_a_Less
_Defiant_Child

23. Task Analysis
 Task analysis is when you break down complex skills
into smaller easier steps to learn.
 Visual supports help for more complex steps.
 If the skill is too easy, you may be creating
dependency but if it’s too hard the child can become
frustrated.
 Begin with easy skill then move towards hard.
 You need to identify what the child can or cannot do.
Then move from there.
 Data collection is a key component of skill building. It
helps you track the progress, know when to fade
assistance and to identify areas that need extra
teaching. http://jennygusmay.wikis
paces.com/Task+Analysis
 For example, while evaluating use short terms to
describe child’s behavior such as, IND – independent.
 Gradually reduce the amount of prompts to increase
independence.
 Success is built one step at a time.
(Class notes: ConnectAbility: Task Analysis. March.14th, 2013)

24. Giving Instructions
 Set realistic expectations
 Set your child up for success
 Expect follow through
 Provide assistance
 Use their name and always maintain at eye level
 Make brief directions
http://www.juxtapost.co
 Use visuals to help child understand such as, gestures m/site/permlink/a86006e
0-d70a-11e1-9b77-
 Use positive language fda9bc46bee5/post/essen
tial_guidelines_for_giving
 Allow enough time for child to process, wait and reinstruct if _instructions_to_children
needed _and_using_your_words_
more_effectively/
 Always use priase
 Consider what will motivate the child
 This is important with do with a child who has ODD because
you’re guiding them gently and slowing for them to follow what
you’re instructing them to do, so that they gradually respond to
you without being oppositional or defiant.
(Class notes: ConnectAbility: Giving Instructions. Feb.21st, 2013)

25. Giving Choices
 Teaching new skills to reduce
frustration, promote self-esteem and
to replace behaviour that may not be
the most acceptable.
 Breaking down tasks
 Giving options such as, would you
like to do this or that or would you
like help with this or would you like
to try it alone?
 By providing the child with options
and when teaching them new skills http://mylittlebitoflife.com/?page_id=631
can help them follow through and it
builds on their self-esteem and
independence.
(Class notes: Making a choice. Feb.21st, 2013)

26. Chaining & Shaping
 Building one step onto another learned step in the
sequence creating a strong chain.
 Shaping is where the child is rewarded for
approximating or getting close to the steps that we
want to see in the end. Gradually more steps are
expected before the child receives the reward.
(Class notes: Chaining & Shaping. March 14th, 2013)
 This helps would help Priya learn to do things slowly
till she learns how to do it to avoid frustrations and
temperaments and then being praised would
encourage her to practice more than get angry.
http://www.youtube.com/watch?v=vWQ0cE1pS-Q

27. Other Children
 Inclusion
 Collaboration
 Reading Inclusion
Books
 Prompting and Fading
 Workshops with
children to answer
Q&A they have on
ODD.
http://handsonblog.org/2012/07/31/give-your-
teachers-more-than-apples/

28. Inclusion
 Children with special needs attend
educational, recreational, and
community programs with their peers.
 Built on the foundation of respect,
fairness, justice and equity.
 Inclusion allows developmental
progress because children learn from
other children. http://www.emcoalition.c
(Class notes: Inclusion of Children with Special Needs. Jan.10th, 2013) a/policies/social-
inclusion/
Aren’t they all our children:
http://www.youtube.com/watch?v=kaIRNXpoi34

29. Collaboration
http://www.aiim.org/What-is-Collaboration
 Including all children in activities to allow them to
collaborate and make the experience accessible for all.
 For example, Priya dislikes fast transitions so to meet
her needs as well as the other children’s needs, then
you would need to plan something engaging that will
direct Priya as well as others all together to the next
transition rather than saying Priya its time to go and
taking her from her spot which will make her upset
and while you calm her down others will be waiting.

30. Inclusion Books
 My Brother Sammy
 Having a Brother like David Author: Cindy Dolby Nollette and Others
 The ADDed Touch
 Special people, special ways. Maguire, Arlene
(Class notes: Children with special needs book list titles. Feb.21st, 2013)
These books are beneficial in classroom or home setting for other
children and if Priya has siblings to help them understand more about
being inclusive with children who have special needs.
For more books you can go on:
http://www.state.nj.us/humanservices/documents/ChildrensBiblioDisabi
lityBooks.pdf
You can also print your own book and use it as a strategy with all
children including Priya to help them understand when they hit, yell,
scream, and have tantrums that it hurts others. I personally like the
“Tucker Turtle Takes Time to Tuck & Think” and “I can be a Super
Friend”. If you would like to print more books on more topics you can
visit this link and have it as a resource for children to learn from.
http://csefel.vanderbilt.edu/

31. Prompting & Fading
 5 areas: physical, modeling, verbal,
positional, pointing, and
environmental.
 For example, if you instruct Priya to
share with her peer and she is not able
to do it on her own then you would use
a strategy from prompting and fading
to improve her ability to cooperate.
Therefore you would position her arm
to share.
 If Priya is having a hard time
cooperating with others then you can
point or verbally try to help her include http://www.childmdim.com/resource
s/sub-page-2/aba-approach/
herself with others and get along.
(Class notes: A review of Prompting and Fading. March 14th,
2013)

32. Children Workshops
 I believe having open discussions with children and
answering any questions they have on what they see
Priya doing when she’s upset would be beneficial
and they would learn how to cope with Priya at
those times and what to do or not to do.
 Children will learn to be more acceptable of others
if they’re taught about it and that removes all their
negative and basis views on Priya.
http://christianazadi.girlshopes.co
m/childrensworkshop/

33. Needs of Family (Mother)
 Learn and Understand Priya’s Disorder to help her
 Follow through steps and procedures where you can
learn about what to do and not to do with Priya
 Learn how to deal with any defiant behaviour
 Work through your emotions
 Contact agencies and doctors to help you with Priya
http://sexandtheshtty.blogspot.ca/
2012/08/the-family-flirt.html

34. How to React?
 Have proper attitude
 Stop and evaluate
 Breath http://www.friendshipci
rcle.org/blog/2012/07/26
 Find everything positive about your child /10-hurtful-comments-
from-relatives-about-
your-special-needs-
 Focus on how to improve the situation child/
 Make an achievable goal for the child and yourself
 Ask and find support
 Live in the moment and make it truly count
(Class notes: working through your emotions. Jan.31st, 2013)

35. Sharing Information with Professionals
Involved with Your Child
 “Professionals may become involved with your child for a
number of reasons. In getting to know your child and
family, they may gather information to carry out an
assessment, develop a service plan, and set goals.”
(ConnectAbility.ca: sharing information with professionals involved with your child. April 2nd, 2013)
 Priya’s mother would be sharing information with many
specialists, doctors, Priya’s teacher and would go through
many more requirements to learn how to cope with Priya’s
ODD.
 For more information on sharing information you can visit:
http://connectability.ca/2010/09/23/sharing-information-
with-professionals-involved-with-your-child/

36. Support the parent
 Provide space in the centre for parents to sit in to talk
about their child’s progress and to discuss their child’s
disorder with the educators.
 The centre could provide workshops/guest speaker for
Priya’s mother and invite other parents to join to
understand the disorder better than to judge Priya’s
family.
 I believe working as a team and supporting Priya and
her mother would help them get through each day
with ease than hardship.

37. ODD Video
http://www.youtube.com/watch?v=LYhkFxfL72w
This video talks about ODD and how parents keep
quiet about it because their children don’t have
temperaments at school. Why parents have a hard
time during the summer with their child than they do
during school.

38. Agencies/Resources
http://blog.care.com/sheila/pet_care/

39. Family Doctor
 Family doctors diagnose Priya
and then send her to
specialized centres that meets
her cause
 The doctor also can helps her
Mother with questions they’re
aware of and support the
family through the process of
the diagnosis.
http://www.yourdictionary.com
/family-doctor

40. Resource teacher/consultant
 Priya’s Mother can get the Form14 and should connect with a resource consultant.
 A resource consultant gathers information that has to do with the child within special
needs, assists the family and childcare staff to determine what needs to take place such
as, goals and improvements.
 They also interact with professionals in the community that follow up with the special
need.
(Class notes: Twenty Questions, 03/14/13)
 Centennial College offers “Early Childhood Resource Consultant Conference” to talk
about different disorders and guide you with information you can use for your child.
Registration deadline April 1st, 2013
Saturday, April 6, 2013
8:15 a.m. - 12:00 p.m.
Cost: $10.00
Centennial College
Ashtonbee Campus
75 Ashtonbee Road (West of Warden Ave. & North of Eglinton Ave. E.)
(Class Email: Centennial College- Resource Cousulant Program – 2013 Conference brochure.
Pdf. 03/16/2013)

41. Resource Consultant Agency
This is a resource consulting service that supports inclusion in all children from 0-12 years old that
face variety of challenges in licensed childcare programs. Inclusive child care provides all children
with early lessons in cooperation, respecting differences, and consideration of others.
Community Living Kingston
“Resource Consultants will:
Facilitate the inclusion of special needs children and their participation in licensed childcare
programs
 Provide support to families including information, visits, consultation and service coordination
 Consult with community childcare programs including resources, programming suggestions and
modeling for staff
 Link to community services and resources by providing information, service coordination and
transitional planning
 Plan for transition to elementary school in collaboration with the family
 Provide resources from the Community Living resource lending library
 Provide training and professional development to assist community childcare curricula and
environments”(Community Living Kingston:
http://www.communitylivingkingston.org/ProgramsServices/ChildCareResourceConsultant/tabid/34
5/Default.aspx. April 2nd, 2013)
For more information or to make a referral contact:
Maria Victoria, Child Care Resource Consultation Coordinator
Phone: 613 546 6613 ext. 226 Email: mvictoria@kdacl.on.ca

42. Collage Pediatric Therapy
Approach
 “We are a team of speech-language, pathologists, psychologists, occupational
therapists and behaviour working together in a practice focused exclusively on
children” (Website: Collage Pediatric Therapy)
 They believe the children will gain most when they have hand in hand experience
within the same centre. This type of practice is called multidisciplinary and allows
the families to benefit from one point of view and provides professionals that
discuss the child’s progress.
 They offer back to back therapy appointments with different clinicians in the same
building to gain good results. This centre provides resources for parents and
teachers to learn the skills at home and in school that has to do with the child.
 The centre provided full time support to families and allow them a lot of time to
talk about their child’s specific need and answering all their questions to increase
their knowledge on the information they’re seeking.

43. Services & process/availability:
 They offer services for children and adults
 Treatments and treatment programs tips
 They offer offsite services such as, at home or at school
 They break down the ages and tell you when you
would need to seek therapy and give you reasons why
by providing you signs and symptoms.
 they provide on their website all the types of disorders
or special needs they deal with.
 You can make an account and book an appointment
online or you can call or email.

44. Funding:
 Families that meet the collage pediatric therapy
income requirements can apply for funding from
certain charity foundations.
 They offer payment plans that are available from their
financing partners and you can pay the amount in 6
months to 5 years.
WEBSITE COLLAGE PEDIATRIC
THERAPY:
http://www.collagetherap
ies.ca/en/oppositional-
defiant-disorder
http://business.sfu.ca/gbsa/protocol-on-receiving-
gbsa-funding/

45. Locations
 Mississuage ON
1100 Central Parkway West,
Unit 4, Suite 100 Mississauga ,
ON L5C 4E5
T (905 ) 402-3122
F (905) 402-3124
 Thornhill-Vaughan, ON
10 Disera Drive, Suite 240
Vaughan, ON L4J 0A7
T (905) 660-9690
F (905) 907-8235

46. Relief worker
 A relief worker can help out with the parents or the
teachers to guide them through working with Priya.
 Also, a relief worker can work with Priya at home to
allow the parent a time to rest and observe to learn
different ways and strategies to implement daily with
Priya for better results.
http://www.123rf.com/photo_9085273_
pledge-of-hope-logo-for-tsunami-
relief-efforts-charity-drive-2011-
japan.html

47. Conclusion
 Through all these guiding topics and points presented it
should help Priya’s mother with information on
Oppositional Defiant Disorder and how to cope with it.
 This information will also help Priya at home or at school
and she will learn many skills and strategies that will help
her stay calm and go with the flow easy as learnt in the
hope to decrease any defiant behaviour and to build on her
self-esteem.
 The agencies provided help the parent learn more about
ODD and support the parent throughout the whole
process.

48. 
References
WebMD, Mental Health Center: http://www.webmd.com/mental-health/oppositional-defiant-disorder. March 28th, 2013
 YouTube Video: http://youtu.be/0VWPbTfLt-Q March 28th, 2013
 Class Notes: Adaptive Learning Environments, Jan. 31st, 2013
 ConnectAbility: Visual Communication Workshop. Class notes
 Class notes: Using Visuals. Feb. 28th, 2013
 Class notes: Adaptive Devices. 03/28/13
 Video- Oprah: Out of Control Children. Feb. 28th, 2013
 Calming strategies for young children. http://connectability.ca/2010/09/23/calming-strategies-to-use-with-children/
March 29th, 2013.
 Class notes: ConnectAbility- Reinforcement workshop. Feb.21st, 2013
 Class notes: ConnectAbility: Task Analysis. March.14th, 2013
 Class notes: ConnectAbility: Giving Instructions. Feb.21st, 2013
 Class notes: Making a choice. Feb.21st, 2013
 Class notes: Chaining & Shaping. March 14th, 2013
 YouTube Video: http://www.youtube.com/watch?v=vWQ0cE1pS-Q March 30th, 2013
 Class notes: Inclusion of Children with Special Needs. Jan.10th, 2013
 Aren’t they all our children: http://www.youtube.com/watch?v=kaIRNXpoi34 April 2nd, 2013
 For more books you can go on: http://www.state.nj.us/humanservices/documents/ChildrensBiblioDisabilityBooks.pdf
 Class notes: A review of Prompting and Fading. March 14th, 2013
 Class notes: working through your emotions. Jan.31st, 2013
 ConnectAbility: Sharing information with professionals, http://connectability.ca/2010/09/23/sharing-information-with-
professionals-involved-with-your-child/ April, 2nd, 2013
 ConnectAbility.ca: sharing information with professionals involved with your child. April 2nd, 2013
 YouTube Video: http://www.youtube.com/watch?v=LYhkFxfL72w April 2nd, 2013
 Class notes: Twenty Questions, 03/14/13
 Community Living Kingston:
http://www.communitylivingkingston.org/ProgramsServices/ChildCareResourceConsultant/tabid/345/Default.aspx.
April 2nd, 2013)
 WEBSITE COLLAGE PEDIATRIC THERAPY: http://www.collagetherapies.ca/en/oppositional-defiant-disorder March
20th, 2013
 CSEFEL: http://csefel.vanderbilt.edu/resources/strategies.html April 1st, 2013
 Picture References are on slides or in notes.