STRATEGIES FOR SCHOOL SUCCESS

Working with Oppositional Students

Characteristics of Oppositional Defiance Disorder (ODD)

‘a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures...” which is prolonged (more than 6 months)

May consist of the following issues: Tantrums Deliberately annoying others Trying to always be in control Refusing to comply with requests from adults Being easily annoyed Difficulty maintaining friendships

Common Co-Occurring Disorders

Often occurs with: ADHD Anxiety Disorders Depression Tourette Syndrome Obsessive-Compulsive Disorder Developmental Disabilities Learning Disabilities

Possible Causes of ODD

No clear causes, but several issues can correspond: History of behavior problems Physiological/neurological Imbalances Limited processing skills to deal with feelings History of abuse or neglect Harsh or overly structured environments Unsupervised and unstructured environments

Establishing Expectations

Establishing clear expectations avoids problems and helps inform students of what good behavior looks like

To establish expectations: Use a calm but firm tone of voice – “You’re expected

to complete these 10 questions.” Allow opportunities for student feedback... “Does that

seem fair?” This shows the students you are a team player, but be clear when there is no room for negotiations.

Outline consequences – so students are clear with what will occur if they do/don’t follow through

Building Positive Relationships

Listen to the studentSet up time for funInteract neutrallyBe a positive role modelAvoid damaging words – “People will forget

what you said & what you did, but they will never forget how you made them feel.” Maya Angelou

Offering Choices

Frequently offer choices: Calmly explain good and bad choices with associated

consequences Emphasize control through choices – “You are in control of

how your day goes from this point on. I won’t force you to choose your option, but it’s my job to follow through with the associated consequence. It’s nothing personal.”

Accept the choice they make and follow through with the appropriate consequence

Consequences must be predetermined so students know what to expect and can make informed choices.

Reinforce Desired Behavior

This is your key to getting things back on track

Be optimistic and look for what the student does well

Be sincere, honest and specific with your praise “Thanks for asking to use the washroom. It makes me

feel like we’re working together as part of a team”.Ask the student what YOU are doing well –

turn the tables. Asking for feedback further develops your relationship with the student.

Behavior Contracts

A written or spoken statement outlining behaviors and consequences

A good way to begin negotiating expectations Clearly states expectations and consequences Helps develop relationships through team work Agreement of contract terms – sign and/or shake on it Defines positive and negative behaviors and

corresponding consequences Remember to occasionally revisit and revise contract

Using Behavioral Momentum

Build momentum by making 3 – 4 smaller requests before a larger request is made of the student.

Helps them successfully complete easier tasks before tackling a more challenging one.

Ensure tasks are within the student’s abilitiesStart with very small task if the student is

very oppositionalStay in your seat for one minutePraise each behavior that meets request

Setting Limits

Set the limits earlyLink consequences with limitsNegotiate limits with the students to build a positive

relationshipsExample: “3 interruptions is our limit for math class.

After 3 interruptions you need to leave and complete the work outside the classroom. Less than 3 interruptions earns computer time at the end of class.” Outline class expectations, limits, choices and consequences Remain calm, don’t threaten or blame Restate exptections, limits & consequences, accept the student’s

choice Carry out consequences and quickly move on

Implementing Consequences

Us calm tone of voice – control verbal and non-verbal cues – NVCI strategies

Restate expectations, limits, consequencesAvoid negotiation consequencesDon’t hold a grudge – allow the student a

fresh start after the consequenceAvoid reminders of misbehavior - don’t say,

“you don’t want to get another detention, do you?”

Reinforcement Strategies

Simple reward and verbal praise may not be rewarding enough for your student

Use creative reinforcement strategies to prevent them from becoming bored with one type of reinforcer

Set daily goal or limit for behavior and what they can earn for following through

Use token economyies: awarding tokens/puzzle pieces to be exchanged for privileges or preferred items – tally marks can be used instead of tokens but establish how many are needed to earn the reward

Verbal praise with feeling statements....”Thanks for asking for help. When you ask for help appropriately, it makes me feel like you trust me.”

Self-monitoring and rating scales to self-evaluate

Check In/Check Out

Use this with student to see how things are going for them at the beginning of the day and to later review how the day went...what worked, what didn’t, what we need to focus on the next day etc.

Differentiating/Modifying

Allow student to choose order of assignments – what to do first. Allows them to control something in their day.

Alternate choice – they choose what to do, then you get a choice, then they choose the next activity etc. – shared control and choice

Work with student to set up daily scheduleWhen possible, allow student to choose topic

when writing etc. to motivate

Consistency Across Environments

Consistency is the same expectations, limits and consequences across different settings.

Confusing to student when they have different rules in different settings – doesn’t set them up for success.

Allows educators to team in teaching the student appropriate behavior. Educators that don’t know the expectations and limits may accidentally reinforce negative behavior from the student ie ignoring blurt outs – if a teacher isn’t aware to do this

and allows the student to blurt, this reinforces the behavior the team is trying to diminish

Avoiding Conflict

Reduces the chance of bigger problems Oppositional students often thrive on conflict Stop talking and actively listen for 30 seconds – they may just

need to be heard Minimize emotional reactions to student choices – remain

neutral even if you are disappointed in their choice Sometimes they are looking to get a reaction out of you so

retain your calm tone of voice Don’t get pulled into a power struggle View your student with compassion – see they are trying to

cope with frustration and not trying to hurt your feelings Avoid taking things personally Think of whether your words/actions will escalate or de-

escalate the behavior

Responses to Avoid

Avoid body language/non verbal cues that set up or increase conflict: Crossed arms, staring, finger-pointing

Avoid inappropriate verbal communication: Authoritative tone of voice, ultimatums or empty

threats, blamingInappropriate communication...“You should

know better,” or “I’m going to get the principal who will likely suspend you.” Escalates tense situations by increasing conflict Reinforces the student’s misbehavior with attention

Undesirable Behavior Replacement Behavior

Blurting out, “I have the answer?”

Walking out of classNegative statements

about self such as, “I suck at multiplication”

Interrupting conversations

Blaming others, “You made me fail my test”

Raising my handAsking the teacher, “May

I have a break out of the class?”

Asking for help and framing it positively “I need extra practice at multiplication

Learning to see my role in things – did I study enough?

Defining Replacement Behaviors

How to Teach Replacement Behaviors

Define and explain the behavior using specific terms – outline the effect is has

Model the replacement behavior in a few different situations for the student

Role-play or practice behavior – discuss what environments it is appropriate or not appropriate

Take off your teacher hat and have fun with the student while role playing – make it an enjoyable learning experience for the student

Make suggestions and redo the role play as neededIdentify real life situations to use/practice the behaviorAllow opportunities for the student to practice the

replacement behavior and provide feedback

Self -Management

Is one of the best skills to teach for controlling one’s own behavior...includes two aspects: Self-Monitoring – recording how many times or how long

(frequency/duration) Self-Reinforcement – anything that helps you keep doing a

behavior (something you enjoy after the behavior you are monitoring)

You may reinforce your own behavior by allowing a preferred behavior after you participate in a behavior you are trying to increase or after avoiding a behavior you are trying to decrease (treating yourself to a movie after exercising 4 days that week or going to a movie after not smoking all week etc.)

ODD and Autism

More difficult with a dual diagnosisStudents with Autism have language delays so

verbal interventions are not as effective – skills such as talking it out and negotiations are more difficult when a student has language delays

Students with Autism will take longer to learn new skills...celebrate small steps

Social difficulties are more pronounced in students with Autism – don’t pick up new skills from watching others as typical students do. They are less likely to observe peers and model their appropriate behavior

Overcoming challenges with Autism

Patience and detailed teaching: Use small steps – break everything down to teach it in small

steps Use visuals - less reliance on language – use visuals to show

along with words to tell Repeat instructions several times with visual cues Reinforce each step and give specific feedback Give many opportunities to practice skills – students with

Autism require many more trials to learn To motivate, have student complete an activity followed by a

preferred activity – ‘first, then’ and use visuals Always communicate a system of care with lots of specific

positive feedback

Teach Problem Solving and Coping Skills

Helps students make smart choices – helps them slow down and think before they act

Teach problem-solving through modelling and role playing Practice when student is calm Outline choices and their outcomes

Coping skills give students time to deal with conflict Deep breathing Removing self from stressful situation Negotiate new plans Talk/vent with friend Write thoughts in journal or draw to express self

Review Past Situations

When done carefully, it can help students learn from past situations to make better choices in the future

Timing is important – not too soon (when emotions are still high) or too late (student may not remember or care)

Review and teach new skills as soon as student seems open to learning from a past situation

Review situation objectively - be sure not to cast blame. Focus on how the student can cope with a situation better next time....”Did you like how that situation ended up? What can you try different next time to make the situation better?

Reference previously taught skills that can be used the next time. Write a list of things that can be tried next time and coping skills that could help next time.