Helping those with ODD
How can we support young people exhibiting Oppositional Defiant Disorder in academic settings? How can we help them to achieve and make them ready for work?
Transition to college can be greatly assisted by offering early meetings. Enlist the support of the school SENCO to provide some off-course support and behavioural goal setting, plus a named staff member (or mentor) to go to in times of stress. Preventative behavioural measures are more successful, less stressful and easier to manage than reacting to ugly episodes. Strategies are similar to supporting or teaching learners with ADHD. These learners are disorganised and/or forgetful and may need checklists to remember items for class. Repeat directions; write them down, say them out loud more than once and check for understanding. Sometimes it will be impossible to give more than one direction at a time and only the last one may be remembered. Teachers and learning support assistants should always check that the learner understands the tasks set, however long it takes.
Some young people with ODD find it...
I first wrote this article for SEN Magazine and it featured in their August 2011 edition http://www.senmagazine.co.uk
The acronym ODD may be seen as rather an ironic one for such a misunderstood and difficult-to-determine behaviour disorder. Oppositional Defiant Disorder (ODD), however, is alive and well, and living in our college classrooms. Looking at research papers and observing young people who display ODD, I think that these symptoms were evident in some of the people I went to secondary school with in the 1970s, who were labelled “strange” or, indeed, “odd”. Our teachers did not cope well with ODD and the kids almost never went to college. Did these schoolmates go on to lead successful lives? I don't know, because they escaped from school as soon as possible and disappeared from sight. Now, though, college beckons and will soon be mandatory at age 16.
ODD rarely occurs on its own. Indeed, it is estimated...