What Teachers Want To Know

Instructional/Classroom StrategiesWorking with an ODD Student

Focus on Prevention:

Identify activities that will cause frustration and help develop coping mechanisms.

Academic work needs to be at the appropriate level for the student.

Too easy or too difficult will lead to problems in the classroom.



Establish Expectations:

Clearly state behavioural expectations using simple, straightforward language

List two or three behavioural goals for the student

Have the student state the goals at the start of the day

Have the student restate the goals as needed

Examples may include: “Keep my body in my own personal space.” “Following directions”

Be clear about non-negotiable rules

Rule centred classroom as opposed to authority centred classroom

Teacher defers to the power of the rule rather than teachers power

This may include: “Since you broke the rule this is what you will do…”

“Be ready to go when the bell rings.”

Rules must be applied consistently

Limit setting needs to be calm, clear, firm and supportive

Do not allow the student to argueRestate the consequence when a rule is broken

Post the daily schedule



Logical Consequences:

Consequences are designed to teach not punish

Whenever possible allow the student to choose between two consequences

Students should be held accountable but develop empathy



Praise/Behavioural Reinforcement:

Be sure to reward good behaviour

A smile or word of praise can mean a great deal

Avoid expressing feelings, lecturing, threatening or raising voice

Concrete reinforcement or sanctioned power reinforces desired behaviour

Tokens, stickers or marks on a chart may be traded for reinforcing privileges

Take time to learn which reinforcements will motivate the student

After completing non-preferred activity, reinforce with preferred activity

Meet privately with student to raise specific concerns

Agree that you will be respectful to each otherBe calm discussing student’s actions

Questions may include: “Tell me what you think the problem is that keeps you from being successful in school?”

Listen without interrupting



Sustained Commitment:

Child may thwart efforts to help and support

May worsen before getting better

May take a long time



Compassionate and Understanding:

Understand the dynamics underlying the behaviour

Understand the present environment and where the difficulties begin

Understand the students’ perception

Understand the motivation behind the behaviour



High Levels of Stimulation:

Risk taking, physical activity, and high interest - integral part of the school day

Without these the student will move to unacceptable and problem venues for stimulation



Skill for Emotional Management/Affective Regulation:

Structured and supported activities with some degree of aggressive competition

Carefully supervised as student will fail before developing necessary skills

Structure assignments to allow for redo time to improve grades

Questioning may include: “Is what you are doing working for you?”

“What would work better?”

“What could you have done to avoid the problem?”

“How may I help you?”



Time-Out:

Self imposed to cool down and/or regain perspective

Not used as a punishment or threat

Used as an opportunity if signs of agitation or escalation are detected early

Questions may include: “Would time in the rest area be helpful?”

“Your time will begin when you get to the rest area.”

Allowing stimulating activities in the time-out space will yield better results

Activities such as clay to squeeze, a pillow to wring or magazines to tear



Opportunities to Practice Generosity:

Combine behavioural intervention with moral development

Give student opportunities to give to others to develop caring individuals



Support for Staff:

Student success is dependent upon adult ability

Constructively process feelings toward the student

Have a mechanism for dealing with students overwhelming emotions

Understand that you are not the cause of the defiance

Meet with other adults dealing with the student to present a united front

Have all adults agree on a behaviour plan for the child with no more that one reminder.”



Suicidal Risk/Crisis:

If student is showing any of the following, contact your school’s mental health crisis team immediately or call 911

Threats or attempts to hurt or kill oneself

Looking for the means (i.e. gun, pills, rope)

Making final arrangements (i.e. writing a will, farewell letter, or giving away prized possessions)

Pre-occupation with suicide or dying (usually expressed through another avenue) in conjunction with depression or high risk behaviour

Showing sudden improvement after a period of extreme sadness and/or withdrawal