As special education teachers, we have students who run the gamut in terms of needs and behaviors. It is not uncommon to have a student with oppositional defiant disorder (ODD) in the classroom.
The DSM defines ODD as such:
- A. A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months as evidenced by at least four symptoms of the following categories, and exhibited during interaction with at least one individual who is not a sibling:
- Angry/Irritable Mood1.
- Often loses temper2.
- Is often touchy or easily annoyed3.
- Is often angry and resentfulArgumentative/Defiant Behavior4.
- Often argues with authority figures or, for children and adolescents, with adults5.
- Often actively defies or refuses to comply with requests from authority figures or with rules6.
- Often deliberately annoys others7.
- Often blames others for his or her mistakes or misbehaviorVindictiveness8.
- Has been spiteful or vindictive at least twice within the past 6 months.
However, working with a student with ODD can be challenging without the right mindset and resources. Below are 7 tips from veteran special education teachers for working with a student who has ODD.
7 Tips for Working with a Student with ODD
Tip #1 – Know What Motivates Them
One of the best places to start with a child with ODD is to know what motivates them. When you know what makes them “tick” it makes it easier to speak their language and help them stay on track.
Tip #2 – Make It Their Choice
When possible, make the activities their choice. If you have math centers for them to complete, give them the choice between doing the card game first or the dice game. If they have ownership of the activity, it keeps them more invested. It also gives them that very important sense of control that they crave.
Tip #3 – Take a Deep Breath
Patience goes a long way when working with students with ODD. Oftentimes, students with ODD have a great deal of anxiety and their behavior is a way to try to gain control in a situation where they feel they have none. Realizing the “why” behind their behavior can help make it a bit easier to have the patience needed.
Tip #4 – Behavior Charts
For some students, behavior charts work wonders. Get them invested in the chart, the behavior required, and the consequences by talking with them about what the rewards will be if they complete the chart. Behavior charts don’t work well for some students so keep that in mind if you are not seeing results when using them.
Tip #5 – Establish a Routine
Routine is very important for students with ODD. Have the schedule for the day posted somewhere in the classroom, but also consider giving the student their own personal schedule tracker. It helps them stay in control of their day and can lessen some of their anxiety.
Tip #6 – Stay Hydrated
Dehydration can wreak havoc on moods and behavior. Staying hydrated and encouraging your students to drink water throughout the day can make a huge difference in their behavior and attitude towards learning.
Tip #7 – Say What You Mean and Mean What You Say
Along the line of consistency, it is very important that your students know that you say what you mean and mean what you say. Grey areas can cause anxiety, so your ODD students need to know that you will follow through on what you say. It can be challenging to stick to consequences, but it is important that your students know exactly what to expect at all times.
BONUS Tip #8 – Avoid Direct Confrontation
If a student refuses to comply, redirect calmly instead of forcing immediate compliance. For example you could say: “I see you’re upset. Let’s take a break and talk in a few minutes.” instead of forcing the student to talk right now.
This reduces the opportunity for a power struggle and helps prevent escalation of the behavior. When students feel like they have a choice or are being treated with respect, they’re more likely to engage positively.
BONUS Tip #8 – Give Extra Time
Students with ODD often need extra time to transition or respond, or nonverbal cues to transition. Tell the student you’ll check back in a couple of minutes, instead of expecting the student to do X right now. If the behavior escalates, you can calmly say something along the lines of “I’ll give you a few moments to think about this.”
Why does this help? Many students with ODD experience heightened emotional reactivity and need time to process requests without feeling overwhelmed or pressured. If they perceive a demand as threatening their autonomy, they may resist before they even process what’s being asked.
Working with students with ODD can be challenging, but when you give them choices, establish a routine, and eliminate grey areas it will make things easier. If you need support do not hesitate to reach out to colleagues and your administration to get the help that you need.
To continue learning more about behavior, here are a few related blog posts:
- What are Replacement Behaviors and How to Teach Them
- Proactive Behavior Plan Techniques
- 5 Ways to Track Behavior Data
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