This document discusses various conditions that can affect defiant or oppositional behavior in children, including attachment disorders, oppositional defiance disorder, conduct disorder, ADHD, emotional impairment, anxiety disorders, and fetal alcohol syndrome. It provides information on the causes and characteristics of these conditions, challenges in diagnosing them, and strategies for working with children who exhibit related behaviors. The goal is to help understand these children's perspectives and needs in order to build connections and address behavioral issues constructively.

1. BREAKING DOWN THE WALLS: REACHING THE DEFIANT CHILD

2. Without love or caring in a child’s life, a disconnected hollow shell is likely to evolve- a living cavity without conscience, values, or character. The lost heart begins to construct a wall one brick at a time. While waiting for someone to care, someone to reach out, someone to make a difference, the wall gets bigger and bigger. The lost heart begins to use the wall to shield it from the pain of rejection and failure. It becomes easier to attack and alienate, to blame and defend, than to risk the pain of not feeling as though you have something special, something others would value, something others would care about. And if we miss the window of opportunity to nourish this hungry heart before the wall is completed, we only have to look to the streets or to our prisons, collection grounds for empty hearts who were never fully nourished, to see what the absence of this emotion can do to a child. So, before we talk about kids needing to be intrinsically motivated or “just do the right thing for the sake of doing the right thing,” we need to recognize that we might be mistaken when we assume we can walk in a child’s shoes or view the world through his eyes. Every child needs to feel that he has value, that he is cared for, that he is loved. Today we hope we will start you on your journey to “breaking down the walls.” Breaking Down the Walls From “In Search of a Heart”

3. ATTACHMENT DISORDER OPPOSITIONAL DEFIANCE DISORDER CONDUCT DISORDER ATTENTION DEFICIT HYPERACTIVITY DISORDER EMOTIONAL IMPAIRMENT ANXIETY DISORDERS FETAL ALCOHOL SYNDROME ASPERGERS SYNDROME Conditions Effecting Behavior

4. THE NATURE OF ATTACHMENT Presented by Steven Vitto

6. “ AN ATTACHMENT FORMS BETWEEN INFANT AND PRIMARY CAREGIVER SOMETIME DURING THE INFANT’S FIRST TWO YEARS OF LIFE.”

7. Attachment is the “lasting psychological connectedness between human beings.”

8. “ The quality of our attachment acts as a foundation for our future.”

10. “ AN ATTACHMENT DISORDER OCCURS WHEN THE ATTACHMENT PERIOD IS DISRUPTED OR INADEQUATE, LEAVING THE CHILD WITH THE INABILITY TO FORM A NORMAL RELATIONSHIP WITH OTHERS AND CAUSING AN IMPAIRMENT IN DEVELOPMENT.”

16. Diagnosing Attachment Disorder

19. DIAGNOSIS??? It is important to remember that a diagnosis is not a scientific fact. It is a considered opinion based upon the behavior of the child over time, what is known of the child's family history, the child's response to medications, his or her developmental stage, the current state of scientific knowledge and the training and experience of the doctor making the diagnosis.

22. OPPOSITIONAL DEFIANCE DISORDER

23. All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. They may argue, talk back, disobey, and defy parents, teachers, and other adults. Oppositional behavior is often a normal part of development for two to three year olds and early adolescents. However, openly uncooperative and hostile behavior becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child’s social, family, and academic life.

24. What is Oppositional Defiance Disorder? ODD is a persistent pattern (lasting for at least six months) of negativistic, hostile, disobedient, and defiant behavior in a child or teen without serious violation of the basic rights of others.

40. Child Unhappy at Her Own Birthday Party

46. Our Need for Power and Control

49. What Is Bullying? Bullying in its truest form is comprised of a series of repeated intentionally cruel incidents, involving the same children, in the same bully and victim roles.

50. “ The scars of being bullied last a life time”

51. Kinds of Bullies Physical Bullies Verbal Bullies Relational Bullies Reactive Bullies

52. By age 24, up to sixty percent of people who are identified as childhood bullies have at least one criminal conviction. A study spanning 35 years by psychologist E. Eron at the University of Michigan found that children who were named by their school mates, at age eight, as the bullies of the school were often bullies throughout their lives

54. Most Children with ODD have an ADHD component

57. CONDUCT DISORDER AND EMOTIONAL IMPAIRMENT

59. Social Maladjustment; Conduct Disorder

60. Social Maladjustment and Emotional Impairment are two distinct behavioral disorders.

61. According to educational guidelines, students with social maladjustment are not truly disabled. (This however, does not mean that they do not have needs!)

62. Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to intimidate others. They experience no distress or self-devaluation or internalized distress.

63. Conduct Disorder is best understood as a distinctive pattern of antisocial behavior that violates the rights of others. Individuals with conduct disorder break rules/violate norms across settings. Conduct Disorder

68. The comorbidity rate for CD and ADHD in the community population is 23 %. The comorbidity rate for CD and major depression in the community population is 17 %. The comorbidity rate for CD and anxiety disorders in the community population is 15 % (Carr, 2000).

69. Students with Emotional Impairment engage in involuntary patterns of behavior and experience internalized distress about their behaviors.

70. SOMETIMES THEY JUST REALLY CAN NOT HELP IT! It is hard to pick a direction….

75. It is possible for a student to exhibit behaviors characteristic of both disorders and then certified appropriately as Emotionally Impaired. A thorough, objective evaluation is the key to an appropriate outcome.

77. For the child with an Emotional Impairment, diffusing a crisis will often involve reducing anxiety. For the child with Conduct Disorder and effective response should increase anxiety

92. SEARCH FOR THEIR TALENTS

93. BUILDING RELATIONSHIPS The Hidden Variable

102. Life-Spaced Crisis Intervention Presented by Lisa Cobb

108. These concepts are anchored in supporting, caring relationships between the student and the staff.

117. Individual Positive Behavior Supports and Functional Assessment

118. “ If you know why, you can figure out how….” W. Edward Deming

122. “ Just the facts, mam.”

125. The Function of RAD,ODD, and CD Behaviors

131. Positive Behavioral Supports & Balanced & Restorative Justice “P roviding Consequences that Teach and Restore”

133. Parallels to School-based and Community-based Retributive Justice

134. Balanced and Restorative Justice (BARJ)

137. Restoration teaches self control through modeling, mediation, and community restoration Punishment teaches external control through punishment, loss, and exclusion.

138. Behavioral offences are wounds… Consequences should heal

142. Evaluations

143. “ If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he ought to be and could be he will become what he ought to be and could be.” Wolfgang Goethe