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<blockquote data-quote="busywend" data-source="post: 25707" data-attributes="member: 391"><p>This is in process of being edited as it is very old, but thought you could get some ideas out of it. </p><p></p><p></p><p>Classroom Management of</p><p>Oppositional Defiant Disordered (ODD) Students</p><p>The basics in ODD classroom management are:</p><p>1. Escape for the child (in a confrontation, no one wins)</p><p>2. Affecting attitudes of everyone</p><p>Escape means to "get away" or "get out of"... and when your in a classroom full of children this may seem pretty tricky.</p><p>What it means in terms of an ODD student is to "get away" from triggers that bring on the ODD behavior.</p><p>And "get out of" old beliefs and habits that do, too.</p><p>Ways to move towards ODD confrontations: (Things NOT to do!!)</p><p>* responding quickly</p><p>* trying to "convince"</p><p>* threatening</p><p>* raising the stakes</p><p>* creating an audience</p><p>* keeping it going for long time</p><p>* using sarcasm, anger etc.</p><p>* using bribes</p><p>* "cutting" the ODD child with words</p><p>Ways to move away from ODD confrontations: (Things TO DO!)</p><p>* giving simple, direct choices, that are real--not "do you want to follow</p><p>directions or get kicked out?" An ODD child will always pick "kicked out"</p><p>to have a confrontation.</p><p>* following the pre-determined behavior plan</p><p>* listening</p><p>* giving brief and direct responses</p><p>* private at all costs</p><p>* walking away</p><p>Now evaluate yourself and track your progress... do a mental report card</p><p>for yourself.</p><p>Did you buy into the struggle or did you just "window shop"?</p><p>When you are done with your evaluation.. share it with someone else...</p><p>another teacher perhaps or a supportive administrator who is struggling with</p><p>these same issues.</p><p>Or ..... You could be really pro-active and give the parents a call and tell</p><p>them of your successes and shortcomings in a situation and you may find that</p><p>not only have they tried that same technique but that when they did it.. "it</p><p>turned out like this".. This is called "sharing"... a unique concept that</p><p>somehow teachers and parents have lost the ability to do as we all bog down</p><p>in the legalize of special education law.</p><p>Affecting attitudes:</p><p>This is where it gets real tricky.. most ODD students are pretty savvy when</p><p>it comes to obvious attempts at positive reinforcement.. and you must</p><p>understand the they need to "save face" with their quality of ODD'ness and</p><p>will reject positive strokes because they think they are being "played".</p><p>So this will make them "on guard" even more.. if they think you are trying</p><p>to "control" them by "strokes".</p><p>Thus ... they get even more determined to "outsmart" you and sabotage your</p><p>game before the first quarter starts.</p><p>So without the fanfare that works very well for other students, you must</p><p>give them the positive stuff also.</p><p>But the trick is to "sneak" it past them without arousing their feelings of</p><p>being overly controlled.</p><p>1. Whisper it as you pass them ... "hey nice work there" or "love the</p><p>dreadlocks"... be brief and sincere.. plan your strategy early and be</p><p>determined to go with it at the first opportunity.</p><p>2. Notes... These can do a lot.. a simple note left somewhere for the ODD</p><p>student to discover is not public and the fun for you is in finding inventive</p><p>hiding spots for it. * imagine an ODD student finding a note from you inside</p><p>his 9 page outline for his science project...*</p><p>Most people have done secret pals.. and the fun was in leaving the surprise</p><p>without being discovered. Same concept.</p><p>Flash cards... This is a new variation on an old theme.</p><p>Emotion flash cards.. kept in a pocket or on a clip board... being small</p><p>and discreet are the keys to this.</p><p>Make a "level of emotion flash cards... 1-5 works great well for many kids.</p><p>Not too many but enough to have more than "mad, sad, and glad" which may be</p><p>the only emotions ODD students can identify at first.</p><p></p><p></p><p></p><p>Start with:</p><p>Thrilled... and use it very very sparingly.</p><p>The ODD student should not see this except when something very positive has</p><p>happened.</p><p>Happy... this should express your contentment with the ODD student simply</p><p>doing what is expected of everyone with some effort.</p><p>Encouragement... this should be common.. "You can do this, I know you can.."</p><p>should be used often.</p><p>Concern... this should be flashed when the ODD student is beginning to show</p><p>signs of an angry confrontation and to "open the door" for the student to</p><p>talk to you if needed.</p><p>Disappointment... use this when the ODD student makes an inappropriate</p><p>comment during class discussion.. a "cue card" that you are unhappy with</p><p>something the student is doing that doesn't call audience attention to the</p><p>situation .</p><p>Now the way to use them... these should be small... palm sized if</p><p>necessary... and should be very casually flashed to the student when</p><p>appropriate.</p><p>Color coding works very well... and if the ODD student is placed properly in your class ( near where you begin instruction ) and way from distractors, only the student will see it.</p><p>* plan in advance to explain these flash cards to the ODD student.. this also will be a part of your written plan to avoid confrontations.</p><p>This works very well for students who are ADD, ADHD, and have processing deficits or reading difficulty.</p><p>Flash cards don't have to used. You can develop a secret system with the ODD student and parents in advance if you like.</p><p>* small plastic figurines on your desk work</p><p>* color mood charts... with slide to indicate color ( very discreet )</p><p>* hand signals</p><p>* audible signals like Morse code</p><p>* anything that is just between you and the student</p><p></p><p></p><p></p><p></p><p></p><p>Two Rules for Success:</p><p>1. When the ODD student is neutral or positive you should be positive and engaging, offering encouraging feedback and instruction.</p><p>2. When the ODD student is negative, you should be neutral (emotionless) and business like.. and follow through on pre-determined plans and consequences.</p><p>It takes a great deal of tolerance and emotional self-control to not "buy into" confrontations... but the cost of buying in can bankrupt any lesson plan or class.</p><p>Recognize the Stages of Anger:* irritation</p><p>* agitation</p><p>* loss of control</p><p>* resolution</p><p>Do's and Don't' with ANGRY ODD students:</p><p>DO:* use student's name</p><p>* remove the audience</p><p>* use humor to de-escalate (but never sarcasm)</p><p>* double your physical distance</p><p>* attempt to distract</p><p>* minimize discussion ( not a time to "process"... just allow cool down )</p><p>DONT:* touch the ODD student</p><p>* raise your voice</p><p>* threaten consequences</p><p>* point your finger</p><p>* crowd the student</p><p>* feed the rage fuel</p><p>Watch your own body language!!!</p><p>* are you giving personal space?</p><p>* how is your posture.. firm and rigid or relaxed?</p><p>* eye contact... are you avoiding or engaging and asking to help?</p><p>Take inventory of your thoughts:</p><p>* are you concentrating or annoyed?</p><p>* are you reacting to your plans for the day and left over resentment about previous failed plans?</p><p>* concentrate on the ODD student's emotional state and how you are able to help at this crucial time.</p><p></p><p>Speech:</p><p>* calm voice</p><p>* slow cadence repeating calmly directions and support.</p><p>* communicate your confidence in the ODD student to regain control.</p><p>TIME OUT</p><p>(This is where so many rigid school rules really fail for ODD students)</p><p>In order to work, time out MUST get creative.. and MUST involve being:</p><p>* reasonable</p><p>* respectful</p><p>* fair</p><p>Sending the ODD student to principal's office to "fully report" his failure does nothing short of lighting the fuse and adding more fuel.</p><p>Sending the ODD student to the School Detention Center (or the land of lepers from child's point of view) only exacerbates the already low self esteem and regard that the ODD student has for him/her self.</p><p>So by knowing this in advance, a plan MUST be developed with all involved</p><p>to accommodate the ODD student's predictable losses of all behavioral control.</p><p>They must be anticipated and plans made to fully address them.</p><p>Teachers would not send a child with a bladder disorder to either of the above named places when his/her bladder failed.</p><p>So why do we persist in doing so for a behavior disordered child who has virtually no self-control when totally agitated (in a "meltdown")?</p><p>It doesn't work!</p><p>Never has!</p><p>Never will!</p><p>This is where you must get creative..</p><p>In one individual's behavior plan... * remember individual is first word in IDEA...* he walks off his meltdowns.</p><p>He is 11, and he gets a walking pass, and is respected enough to bring himself under control, and return when he is "composed"... he has only done it twice, but his self-confidence doubled each time.</p><p>Eventually he will bring himself under control in his seat without the walks. But for now, any control is better than a "total meltdown".</p><p></p><p>The teacher notices an impending meltdown (through her assessment of him that should begin every class period) and gives him an errand to run for her. Such errands prevent escalation and the teacher doesn't "out" him in front of class.</p><p>He is handed his plan and reads it on his own in hall walking and follows it.</p><p>I, ______________________, </p><p>1. Will walk fast, not run, down halls a,b,c.</p><p>2. Will not stop to look in classrooms or talk to students or staff in halls.</p><p>3. Will walk until "icky" feeling is gone.</p><p>4. Will think about breathing and remember to do breathing exercises.</p><p>5. Will return to class with when calm, return pass to teacher and take seat as quietly as possible.</p><p>6. Will talk to teacher as soon as possible about "icky" feeling and where it came from.</p><p>This works for him!</p><p>And modifications of this nature can work for any child.</p><p></p><p></p><p></p><p>Conclusion</p><p>This information is intended to give you a place to start with direct confrontation management.</p><p>There are also lots of classroom modifications that you are probably more familiar with because they are used all the time with ADHD students. Learning Disability (LD) or ADHD management strategies can be used to enhance the learning of students who have both ODD and ADHD or Learning Disability (LD).</p></blockquote><p></p>
[QUOTE="busywend, post: 25707, member: 391"] This is in process of being edited as it is very old, but thought you could get some ideas out of it. Classroom Management of Oppositional Defiant Disordered (ODD) Students The basics in ODD classroom management are: 1. Escape for the child (in a confrontation, no one wins) 2. Affecting attitudes of everyone Escape means to "get away" or "get out of"... and when your in a classroom full of children this may seem pretty tricky. What it means in terms of an ODD student is to "get away" from triggers that bring on the ODD behavior. And "get out of" old beliefs and habits that do, too. Ways to move towards ODD confrontations: (Things NOT to do!!) * responding quickly * trying to "convince" * threatening * raising the stakes * creating an audience * keeping it going for long time * using sarcasm, anger etc. * using bribes * "cutting" the ODD child with words Ways to move away from ODD confrontations: (Things TO DO!) * giving simple, direct choices, that are real--not "do you want to follow directions or get kicked out?" An ODD child will always pick "kicked out" to have a confrontation. * following the pre-determined behavior plan * listening * giving brief and direct responses * private at all costs * walking away Now evaluate yourself and track your progress... do a mental report card for yourself. Did you buy into the struggle or did you just "window shop"? When you are done with your evaluation.. share it with someone else... another teacher perhaps or a supportive administrator who is struggling with these same issues. Or ..... You could be really pro-active and give the parents a call and tell them of your successes and shortcomings in a situation and you may find that not only have they tried that same technique but that when they did it.. "it turned out like this".. This is called "sharing"... a unique concept that somehow teachers and parents have lost the ability to do as we all bog down in the legalize of special education law. Affecting attitudes: This is where it gets real tricky.. most ODD students are pretty savvy when it comes to obvious attempts at positive reinforcement.. and you must understand the they need to "save face" with their quality of ODD'ness and will reject positive strokes because they think they are being "played". So this will make them "on guard" even more.. if they think you are trying to "control" them by "strokes". Thus ... they get even more determined to "outsmart" you and sabotage your game before the first quarter starts. So without the fanfare that works very well for other students, you must give them the positive stuff also. But the trick is to "sneak" it past them without arousing their feelings of being overly controlled. 1. Whisper it as you pass them ... "hey nice work there" or "love the dreadlocks"... be brief and sincere.. plan your strategy early and be determined to go with it at the first opportunity. 2. Notes... These can do a lot.. a simple note left somewhere for the ODD student to discover is not public and the fun for you is in finding inventive hiding spots for it. * imagine an ODD student finding a note from you inside his 9 page outline for his science project...* Most people have done secret pals.. and the fun was in leaving the surprise without being discovered. Same concept. Flash cards... This is a new variation on an old theme. Emotion flash cards.. kept in a pocket or on a clip board... being small and discreet are the keys to this. Make a "level of emotion flash cards... 1-5 works great well for many kids. Not too many but enough to have more than "mad, sad, and glad" which may be the only emotions ODD students can identify at first. Start with: Thrilled... and use it very very sparingly. The ODD student should not see this except when something very positive has happened. Happy... this should express your contentment with the ODD student simply doing what is expected of everyone with some effort. Encouragement... this should be common.. "You can do this, I know you can.." should be used often. Concern... this should be flashed when the ODD student is beginning to show signs of an angry confrontation and to "open the door" for the student to talk to you if needed. Disappointment... use this when the ODD student makes an inappropriate comment during class discussion.. a "cue card" that you are unhappy with something the student is doing that doesn't call audience attention to the situation . Now the way to use them... these should be small... palm sized if necessary... and should be very casually flashed to the student when appropriate. Color coding works very well... and if the ODD student is placed properly in your class ( near where you begin instruction ) and way from distractors, only the student will see it. * plan in advance to explain these flash cards to the ODD student.. this also will be a part of your written plan to avoid confrontations. This works very well for students who are ADD, ADHD, and have processing deficits or reading difficulty. Flash cards don't have to used. You can develop a secret system with the ODD student and parents in advance if you like. * small plastic figurines on your desk work * color mood charts... with slide to indicate color ( very discreet ) * hand signals * audible signals like Morse code * anything that is just between you and the student Two Rules for Success: 1. When the ODD student is neutral or positive you should be positive and engaging, offering encouraging feedback and instruction. 2. When the ODD student is negative, you should be neutral (emotionless) and business like.. and follow through on pre-determined plans and consequences. It takes a great deal of tolerance and emotional self-control to not "buy into" confrontations... but the cost of buying in can bankrupt any lesson plan or class. Recognize the Stages of Anger:* irritation * agitation * loss of control * resolution Do's and Don't' with ANGRY ODD students: DO:* use student's name * remove the audience * use humor to de-escalate (but never sarcasm) * double your physical distance * attempt to distract * minimize discussion ( not a time to "process"... just allow cool down ) DONT:* touch the ODD student * raise your voice * threaten consequences * point your finger * crowd the student * feed the rage fuel Watch your own body language!!! * are you giving personal space? * how is your posture.. firm and rigid or relaxed? * eye contact... are you avoiding or engaging and asking to help? Take inventory of your thoughts: * are you concentrating or annoyed? * are you reacting to your plans for the day and left over resentment about previous failed plans? * concentrate on the ODD student's emotional state and how you are able to help at this crucial time. Speech: * calm voice * slow cadence repeating calmly directions and support. * communicate your confidence in the ODD student to regain control. TIME OUT (This is where so many rigid school rules really fail for ODD students) In order to work, time out MUST get creative.. and MUST involve being: * reasonable * respectful * fair Sending the ODD student to principal's office to "fully report" his failure does nothing short of lighting the fuse and adding more fuel. Sending the ODD student to the School Detention Center (or the land of lepers from child's point of view) only exacerbates the already low self esteem and regard that the ODD student has for him/her self. So by knowing this in advance, a plan MUST be developed with all involved to accommodate the ODD student's predictable losses of all behavioral control. They must be anticipated and plans made to fully address them. Teachers would not send a child with a bladder disorder to either of the above named places when his/her bladder failed. So why do we persist in doing so for a behavior disordered child who has virtually no self-control when totally agitated (in a "meltdown")? It doesn't work! Never has! Never will! This is where you must get creative.. In one individual's behavior plan... * remember individual is first word in IDEA...* he walks off his meltdowns. He is 11, and he gets a walking pass, and is respected enough to bring himself under control, and return when he is "composed"... he has only done it twice, but his self-confidence doubled each time. Eventually he will bring himself under control in his seat without the walks. But for now, any control is better than a "total meltdown". The teacher notices an impending meltdown (through her assessment of him that should begin every class period) and gives him an errand to run for her. Such errands prevent escalation and the teacher doesn't "out" him in front of class. He is handed his plan and reads it on his own in hall walking and follows it. I, ______________________, 1. Will walk fast, not run, down halls a,b,c. 2. Will not stop to look in classrooms or talk to students or staff in halls. 3. Will walk until "icky" feeling is gone. 4. Will think about breathing and remember to do breathing exercises. 5. Will return to class with when calm, return pass to teacher and take seat as quietly as possible. 6. Will talk to teacher as soon as possible about "icky" feeling and where it came from. This works for him! And modifications of this nature can work for any child. Conclusion This information is intended to give you a place to start with direct confrontation management. There are also lots of classroom modifications that you are probably more familiar with because they are used all the time with ADHD students. Learning Disability (LD) or ADHD management strategies can be used to enhance the learning of students who have both ODD and ADHD or Learning Disability (LD). [/QUOTE]
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