Oppositional Defiant

Disorder
By Lauren Brine
Definition
• Oppositional Defiant Disorder (ODD) is a behavioural disorder
which develops in early childhood (Apa, 2000, cited in, Fields
2012, p.24).
• ODD is described as a pattern of defiant, hostile, negativistic
behaviour aimed at authority figures (Apa, 2000, cited in,
Fields 2012, p.24).

• ACTIVITY
• Brainstorm your own definition of Oppositional Defiant Disorder – what
do you think are the key characterises that should be emphasised?
Characteristics of Oppositional Defiant
Disorder
• For a child to be diagnosed as ODD they must have observable
symptoms for at least 6 months.
• Defining characteristics of ODD include:
• Unwillingness and refusal to comply with instructions given by authority
figures (parents, teachers, psychologists etc.)
• Blaming others for their own actions
• Frequently annoys people deliberately
• Is easily riled and loses temper
• Exhibits low-self esteem
What causes ODD?
• Developmental Factors
• Prenatal Nutritional Deficits
• Nicotine use
• Developmental Delay
• Heredity connections to other behavioural disorders
• Family and Parental Factors
• Insecure attachment
• Maternal aggression
• Unresponsive Parents
• Physical and Sexual Abuse
• Harsh and inconsistent punishments
• Neglect
• Domestic Violence
• Social Factors
• Poverty
• Community Violence
• Lack of structure
• Rejection from Family and peers
Prevalence in Australia

Percentage with ODD from 4-11 years over a 12 month period

4 Percentage with ODD

from 4-11 years over a 12
3 month period

0
Males Females Persons
Lawrence et al. 2015, p.62
Teaching Strategies
• https://
www.youtube.com/watch?time_continue=32&v=dN1v5dXqhU8&feature=emb_logo
(start from 0:09)

• An open relationship with parents – with frequent communication

• Establish behaviour goals in conjunction with parents
• Facilitate Prosocial skills
• Positive Reinforcement
• Maintaining motivation
• Teacher tone
• Preparation time before transition
• Ample feedback on child’s progression towards behaviour goals
• Altering language from commands to questions
• ACTIVITY: Brainstorm some commands used frequently in the classroom setting. How
could you alter these into questions? Do you think that this affects the impact of what the
teacher is saying? Why or Why not?
Teaching Strategies
• Have visual cool down strategies/cues and silent corner
• ACTIVITY
• Could you make an example of a visual behaviour regulation poster that could
support a child with ODD when they are feeling angry?
• Utilise technology
• Breathe, Think Do with Sesame
• Headspace for Kids
• The Zones of Regulation
• Social Navigator
• ACTIVITY
• Download one of the above apps. Have a couple of minutes to play with the
app – would you use this app in your classroom with an ODD learner?
• Strategies for dealing with Oppositional Defiant Disorder in the
classroom resource:
• https://www.education.udel.edu/wp-content/uploads/2013/01/ODD-011807.p
df
Scenarios
• Polly is in 1st grade and has been diagnosed with ODD. During large group time
on the mat Polly frequently refuses to listen to her teacher, talking to other
students and distracting the class. When her teacher warns her about the
behaviour Polly becomes angry and hostile, sometimes yelling at the educator.
• What are some strategies that the teacher could utilise in order to support
Polly during large group time?
• Could you come up with a realistic behaviour goal for Polly?

• Archie is in Reception and his parents are visiting a psychologist for ODD
diagnosis. When the teacher gives him worksheets to complete Archie refuses
and will go and grab the Legos. The teacher constantly reminds Archie of the
worksheet he has to complete but Archie ignores them, becoming hostile when
the teacher attempts to have a conversation with him.
• What are some strategies that the teacher could utilise to support Archie
engage in his work?
• Could you come up with a realistic behaviour goal for Archie?
Children’s Books
Utilising books in the classroom
First Step to Success
School Wide Positive Behaviour Support
(SWPBS)
Thank you for
participating
Reference List
• Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, Student diversity,
Australian Curriculum, v8.3, Australian Curriculum, Assessment and Reporting Authority, viewed 21
April 2020, < https://www.australiancurriculum.edu.au/resources/student-diversity/>.
• Australian Government Department of Education, Employment and Workplace 2009, Belonging
Being Becoming, The Early Years Learning Framework, accessed 29th April 2020, <
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf>
• Burroughs, J and Barlow, E 2013, ‘Oppositional Defiant Disorder: Recommendations for teachers
and for parents’, University of Delaware Education and Human Development
• Cook, J 2011, I just don’t like the sound of No!, Boys Town Press, <
https://books.google.com.au/books/about/I_Just_Don_t_Like_the_Sound_of_No.html?
id=4n5IDwAAQBAJ&source=kp_book_description&redir_esc=y>
• Cook, J 2015, But it’s not my fault, Boys Town Press, <
https://books.google.com.au/books/about/But_It_s_Not_My_Fault.html?
id=1n5IDwAAQBAJ&source=kp_book_description&redir_esc=y>
• Daly, C 2002, ‘Case Report: Mary, a 4 year old with Oppositional Defiant Disorder’, Military
Medicine, vol.5, no.442
• Fields, B 2012, ‘Getting the balance right: The challenge of balancing praise and correction for early
school years children who exhibit oppositional and defiant behaviour’, Australasian Journal of Early
Childhood, vol.37, no.4
• Fraser, A 2008, ‘Oppositional Defiant Disorder’, Australian Family Physician, vol.37, no.4
• Hyde, M; Carpenter, L & Dole, S 2019, Diversity, Inclusion and Engagement, 3rd edn, Oxford,
Victoria
Reference List
• Lawrence, D; Johnson, S; Hafekost, J; Boterhoven de Haan; Sawyer, M; Ainley, J and Zubrick, S
2015, The Mental Health of Children and Adolescents: Report on the second Australian Child and
Adolescent Survey of Mental Health and Wellbeing, Australian Government, Canberra
• Llewellyn, C 2001, Why should I listen?, Hodder Wayland, <
https://books.google.com.au/books/about/Why_Should_I_Listen.html?
id=wBfaNwAACAAJ&source=kp_book_description&redir_esc=y>
• Loeber, R; Burke, J and Pardini, D 2009, ‘Perspectives on oppositional defiant disorder, conduct
disorder, and psychopathic features’, The Journal of Child Psychology and Psychiatry, vol.50, no.1,
pp.133-142
• Riley, M; Ahmed, S and Locke, A 2016, ‘Common Questions about Oppositional Defiant Disorder’,
American Family Physician, vol.1, no.93
• Model Farms High School 2014, Oppositional Defiance Disorder¸ Teaching for Inclusion, viewed
29th of April 2020, < http://web1.modelfarms-h.schools.nsw.edu.au/disabilities.php?
page=oppositional-defiance-disorder>
• Victorian Government 2020, Oppositional Defiant Disorder (ODD), BetterHealth.com, viewed 29th
of April 2020, < https://www.betterhealth.vic.gov.au/health/ConditionsAndTreatments/oppositional-
defiant-disorder-odd>