Oppositional defiant disorder (ODD) is a

condition in which a child displays a

continuing pattern of uncooperative,

defiant, hostile, and annoying behavior

toward people in authority. This behavior

often disrupts the child’s normal daily

functioning, including relationships and

activities within the family and at school.

It is not unusual for children—especially

those in their “terrible twos” and early teens —to be oppositional, or defiant of authority, once in a
while. They might express their defiance by arguing, disobeying, or talking back to adults, including their
parents or teachers. When this behavior lasts longer than six months and goes beyond what is usual for
the child’s age, it might suggest that the child has ODD.

Many children and teens who have ODD

also have other disorders, such as:

Attention deficit hyperactivity disorder

(ADHD)

Learning disabilities

Mood disorders (such as depression)

Anxiety disorders

How common is oppositional defiant

disorder?

ODD typically begins by age 8. It is

estimated that 2 to 16 percent of children

and teens have ODD. In younger children,

ODD is more common in boys; in older

children, it occurs about equally in boys

and in girls.

What causes oppositional defiant disorder?

The exact cause of ODD is not known, but

it is believed that a combination of

biological, genetic, and environmental

factors might play a role.

Biological: Some studies suggest that

defects in or injuries to certain areas of

the brain can lead to behavior

disorders. In addition, ODD has been

linked to special chemicals in the brain

called neurotransmitters.

Neurotransmitters help nerve cells in

the brain communicate with each

other. If these chemicals are out of

balance or not working properly,

messages might not make it through

the brain correctly, leading to

symptoms. Further, many children and

teens with ODD also have other mental

disorders, such as ADHD, learning

disorders, depression, and anxiety

disorder.

Genetic: As ODD may be inherited, it is

important to note that many children

and teens with ODD have close family

members with mental disorders,

including mood disorders, anxiety

disorders, and personality disorders.

Environmental: Factors such as a

chaotic family life, a family history of

mental disorders and/or substance

abuse, and inconsistent discipline by

parents.

Strategies for Learning and Teaching

It is important to empathise with the

student and understand that you are not the cause of defiance, but rather, its

outlet.

Allow students to help others in their areas of strength.

Develop a self-esteem programme and

explicitly teach social skills.

Seat student near a good role model.

Identify skills or attributes that you can

positively reinforce.

Remain positive; give praise and positive

reinforcement when the student demonstrates flexibility and/or co-operation.

Be approachable and act as a positive role

model.

Develop classroom rules and a daily schedule so the student knows what to expect.Use visual cues to
assist students who may have literacy difficulties.

Prioritising rules for the student is also useful.

B. Giftedness
Giftedness is an intellectual ability

significantly higher than average. The federal government defines gifted children as “those who give
evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership
capacity, or in specific academic fields.” However, there aren’t any national standards for identifying
gifted students, and it’s usually left to states

or school districts to recognize gifted

children and determine what programs best meet their academic needs.

Children are gifted when their ability is significantly above the norm for their age.

Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in
a specific academic field such as language arts,

mathematics or science.

It is important to note that not all gifted children look or act alike. Giftedness exists in every
demographic group and personality type. It is important that adults look hard to discover potential and
support gifted children as they reach

for their personal best.

Characteristics of gifted students

Gifted students learn at a faster pace than

regular students and also tend to finish their assignments more quickly and crave more intellectually
challenging assignments. They also may act out in class if bored or understimulated. Gifted children span
all races, genders, ethnicities and socioeconomic levels. According to the National Association for Gifted
Children, six to 10 percent of the student population is academically gifted or talented.

Signs of Giftedness Include:

Unusual alertness in infancy

Less need for sleep in infancy

Long attention span

High activity level

Smiling or recognizing caretakers early

Intense reactions to noise, pain, frustration

Advanced progression through the

developmental milestones

Extraordinary memory

Enjoyment and speed of learning

Early and extensive language development

Fascination with books

Curiosity

Excellent sense of humor

Abstract reasoning and problem-solving

skills

Teaching Strategies for Gifted Students

Differentiate Instruction

Assign Independent Projects

Challenge Learning

Collaborate with parents

Design your lessons with Bloom's Taxonomy

C.Emotional and Behavioral Disorder

According to the Individuals with Disabilities Act (IDEA), the term “Emotional and Behavioral Disorder” is
an umbrella term which includes several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive
Disorder, Oppositional-Defiant Disorder and more). All of these disorders are often referred to under
many labels, i.e., “emotional disturbance”, “emotionally challenged” or “behavior disordered”

According to IDEA, these children exhibit one or more of these five characteristics:

An inability to learn that cannot be explained by intellectual, sensory, or health factors.

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

Inappropriate types of behavior or feelings under normal circumstances.

A general pervasive mood of unhappiness or depression.

A tendency to develop physical symptoms or fears associated with personal or school problems.

Characteristics of Emotional and Behavioral Disorder

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

5. A tendency to develop physical symptoms or fears associated with personal or school problems.

What are some strategies for teaching students with emotional and behavioral disorders?

A positive, structured environment, which supports growth, fosters self-esteem and rewards desirable
behavior is essential. Let’s start with rules and routines:

Rules and Routines

Here are the rules when it comes to rules:

They must be established at the beginning of the school year.

They must be written in simple and understandable terms.

The wording should be positive.

Consequences for breaking the rules should be introduced at the same time:

They must be applied consistently and firmly.

They must be understood clearly, and remain constant and predictable.

Feedback should be administered clearly when consequences are administered.

Students that struggle with transitions and unexpected change thrive on routines. Use of visual cues to
go over a daily schedule of the day’s activities can be very helpful for these types of students.