Oppositional Defiant Disorder: An Overview and Strategies for Educators

2017 ◽  
Vol 31 (2) ◽  
pp. 12-16
Author(s):  
Sara H. Jones
Keyword(s):  
Oppositional Defiant Disorder ◽  
Behavioral Disorder ◽  
Empirically Supported Treatments ◽  
Empirically Supported ◽  
Oppositional Defiant ◽  
Parent Child

Oppositional defiant disorder (ODD) is a behavioral disorder that affects approximately 3.3% of the population across cultures. In this article, the author discusses symptoms, methods of diagnosis, and treatments for the disorder. Although most empirically supported treatments of ODD are based on parent–child training and therapy, there are some principles and strategies that educators can adopt. The author focuses on the salient strategies from research-based programs treating ODD and suggestions for educators on how to incorporate them in the classroom.

scholarly journals Quality of Parent-Child and Sibling Relationships in Families of Children with Symptoms of Oppositional Defiant Disorder

2019 ◽  
Vol 6 (1) ◽  
pp. 95-111
Author(s):  
Faeze Khodakarami Janbaz ◽  
Abbas Ali Hossein Khanzadeh ◽  
Abbas Abolghasemi ◽  
◽  
◽  
...  
Keyword(s):  
Oppositional Defiant Disorder ◽  
Sibling Relationships ◽  
Oppositional Defiant ◽  
Parent Child

Tailoring Parent-Child Interaction Therapy for Oppositional Defiant Disorder in a Case of Child Maltreatment

2013 ◽  
pp. 3-16 ◽  
Author(s):  
Amanda M. N’zi ◽  
Sheila M. Eyberg
Keyword(s):  
Child Maltreatment ◽  
Oppositional Defiant Disorder ◽  
Case Formulation ◽  
Parent Child Interaction Therapy ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Model Review ◽  
Parent Child Interaction ◽  
Parent Child

Chapter 1 discusses a case of child maltreatment and Oppositional Defiant Disorder, and how Parent-Child Interaction Therapy (PCIT) can be tailored to such a case. It includes various aspects and stages of the treatment, including information about the case referral, key principles, assessment strategy, epidemiological and contextual considerations, case formulation, selecting an intervention model, review of the general therapy process, and information about tailoring the PCIT on a case-by-case basis.

Parent–Child Synchrony in Children with Oppositional Defiant Disorder: Associations with Treatment Outcomes

2015 ◽  
Vol 25 (6) ◽  
pp. 1880-1888 ◽  
Author(s):  
Rachel L. Miller-Slough ◽  
Julie C. Dunsmore ◽  
Thomas H. Ollendick ◽  
Ross W. Greene
Keyword(s):  
Treatment Outcomes ◽  
Oppositional Defiant Disorder ◽  
Oppositional Defiant ◽  
Parent Child

scholarly journals Desafios e Práticas Inclusivas ao Aluno com Transtorno Opositor Desafiador na Educação Física Escolar: um Estudo de Revisão Integrativa

2021 ◽  
Vol 22 (3) ◽  
pp. 433-439
Author(s):  
Barbara Thamirys do Amaral dos Santos ◽  
Jean Carlos de Freitas da Silva ◽  
Gildiney Penaves de Alencar
Keyword(s):  
Physical Education ◽  
Oppositional Defiant Disorder ◽  
Behavioral Disorder ◽  
Inclusive Practices ◽  
Joint Work ◽  
Exclusion Criteria ◽  
Group Activities ◽  
Inclusive Practice ◽  
Oppositional Defiant ◽  
Review Study

Atualmente, nas escolas, são encontrados alunos com diversos comportamentos, inclusive, com deficiência e transtornos, entre os quais se enquadra o Transtorno Opositor Desafiador. Sendo assim, o presente artigo tem por objetivo identificar quais os desafios e práticas inclusivas ao aluno com Transtorno Opositor Desafiador na Educação Física Escolar, de forma com que se possa elucidar informações sobre esse transtorno e fomentar ações inclusivas, que propiciem a aprendizagem deste aluno e os demais colegas de sala. Foi realizado um estudo de revisão integrativa com artigos e trabalhos publicados de 2010 a 2020, nas bases de dados: Lilacs, SciELO, Dialnet e Pubmed. Foram encontrados 349 artigos, sendo utilizados, entre os critérios de inclusão e exclusão, apenas quatro artigos. Muitos são os desafios encontrados para que ocorram as práticas inclusivas, destacando-se a importância do trabalho conjunto dos pais e da equipe pedagógica. Como estratégias relacionadas às aulas de Educação Física é importante que a ação docente seja realizada, de forma lúdica, e com a criação de um vínculo de confiança e afetividade, além da realização de jogos e atividades em grupo, estabelecimento de rotinas, de regras, apresentação de consequências claras e utilização de recompensas positivas. Por fim, em relação à elaboração dos planos de aula voltados a uma prática inclusiva, é essencial que estes contemplem todos os alunos. Palavras-chave: Transtorno Comportamental. Inclusão. Escola. AbstractToday in our schools we find students with different behaviors, including those with disabilities and disorders, among which Oppositional Defiant Disorder is included. Therefore, this article aims to identify the challenges and inclusive practices for students with Oppositional Defiant Disorder in School Physical Education so that information about this disorder can be elucidated and promote inclusive actions that promote the learning of this student and classmates. An integrative review study was conducted with articles and studies published from 2010 to 2020 in Lilacs, SciELO, Dialnet and Pubmed databases. A total of 349 articles were found, being used, among the inclusion and exclusion criteria, only four articles. There are many challenges for inclusive practices to take place, highlighting the importance of the joint work of parents and the pedagogical team. As strategies related to Physical Education classes, it is important that the teaching action is performed in a playful way and with the creation of a bond of trust and affection, in addition to playing games and group activities, establishing routines, rules, presenting consequences and use of positive rewards. Finally, regarding the elaboration of lesson plans aimed at an inclusive practice, it is essential that this includes all students, whether or not they have a disability. Keywords: Behavioral Disorder. Inclusion. School.

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