2.  “Priya has atypical development in many areas
of development, which has been observed by
the teacher.”(Week 5 notes)
 Mum told the classroom teacher that she has
been told that Priya has ODD.
 Mum is very upset and cries, she does not
know what to do and asks the teacher “what
do I do now?” (Week 5 notes)

3.  Priya’s mum seems to be shocked with the
diagnosis and is looking for some resources.
 As an educator I will educate myself with the
disorder .
 I will accommodate and include Priya with all
classroom activities that all the other children
are involved in to keep her engaged and
occupied.
 Know what Priya’s triggers may be and avoid
them.

4.  “ODD (Oppositional Defiant Disorder) is defined as a
pattern of negative, defiant, disobedient and hostile
behaviour a child displays towards an authority
figure.” (Waller. R. p 116)
 A child suffering from ODD often displays severe
“habits of losing temper, argues with adults, they are
defiant to rules, deliberately annoy others, blame
others for his/her mistakes, easily get annoyed by
others, often spiteful, vindictive and angry.” (Waller. R.
p 116)
 In order to diagnose a child suffering from ODD they
display four or more of the above symptoms for at least
six months. (Waller. R. p 116)
 “ODD is commonly found in boys”. (Week 3 notes)

5.  www.youtube.com/watch?v=InFGmKVHV4E
&feature=related

6.  Children suffering from ODD often argue with teachers,
classroom helpers and peers.
 Children go to great lengths to avoid following rules and
use remarks like “I don’t have to!” or “You can’t make me!”
(Waller. R. p 117)
 In a situation where a teacher exercises authority, “the child
makes remarks under his/her breath.” (Waller. R. p 117)
 Children suffering from ODD
usually provoke their peers by
“mocking or teasing” (Waller. R.
p 117) them and often stare at
others with pompous glances.

7.  “Educators equipped with techniques in dealing with
behaviour problems like ODD are better able to
effectively deal with such situations in the classroom
setting.”
 Children with good mental health succeed in school,
therefore addressing ODD in the school setting is
advantageous.
 Teachers have the opportunity to point out ODD
behaviour early in the child before it becomes severe.
This helps in taking measures to deal with such
problems early.
 Children with ODD disrupt the entire class and
addressing ODD in the classroom setting not only
helps the child suffering from ODD but also the class
as a whole.

8.  It is important to keep other children in the classroom safe
from any harm.
 It can be draining, frustrating and very hard to cope with
children that are diagnosed with ODD, as they are lacking
social and communication skills.
 In order for an educator to modify the child care setting, is
to be updated and have knowledge of the disorder.
 Get assistance from a Resource Teacher to help with
strategies with accommodating the child with ODD as well
as the class as a whole.
 A “form 14” (Week 5 notes) needs to be filled out by
parents, to get permission to have a Resource teacher come
in. If not the Resource teacher can help the classroom
teacher.

9.  It is important to keep calm, patient and understanding at all
times as situations can take a turn, because anything can trigger
the child.
 Allow the child to be involved in daily activities so they are able
to socialize and are respected by their peers, this will help to
build their self esteem.
 Children with ODD do not look different from other children.
 Ask for assistance from other staff in the centre.
 Motivate the child with ODD without distinguishing that they
are different.
 Letting the child and their peers know of the same rules and
expectations within the classroom environment.
 Using calming techniques that all children will benefit from,
such as taking short deep breaths, counting or singing.

10.  Let all children know that they are valued and safe which will allow them to
reach their potential.
 Focus on the positive behaviour. Maybe give incentives.
 If the child with ODD is angry allow them to calm down before speaking to
them, making sure other children are safe.
 It is important to collaborate and include the family, coworkers, specialists
and consultants.
 If the environment setting needed to be changed to accommodate the child,
making sure it is safe and friendly for all children, by rearranging the room, to
make sure there are no triggers.
 Talking to the children as a whole class is also important by bringing in books.

11.  Families with children suffering from ODD may have a history
of mental problems, some kind of violence in the family and
maybe members of the family with some kind of criminal
records.
 Children suffering from ODD “are most likely to become a
teenage parent, have several siblings, come from single-parent
household, move frequently and are often exposed to foster
care.” (Waller.J p.118)
 Some children with ODD often live with
parents who have strict rules at home, they
blame their children for family/personal
problems they may have.
 These parents seem to discipline the children
harshly, which can trigger negative
behaviour.

12.  Allow the child to play more effectively with the
parent by focusing on the needs with positive
reinforcement if needed. (Degangi. G, p.128)
■ Allow the child to repeat exercises to enforce
learning and focus on the child’s success (positive
behaviour), not errors (negative behaviour).
 Foster the child’s thinking by valuing his/her
ideas (input) and encourage them to brainstorm
their ideas with the parent.
 Have play dates with children that your child may
be comfortable playing with.

13.  www.youtube.com/watch?v=EkJtcO8t_3E&fea
ture=related

15.  http://www.aislingdiscoveries.on.ca/
 This organization helps children from birth to 12 years of age who are
experiencing behavioural issues.
 “They promote and strengthen emotional and social well-being for
children and their families through prevention, intervention and
treatment services.” http://www.aislingdiscoveries.on.ca/
 “Estimated time for treatment during the day is 2 months from the first
day of contact and 4-6 months for treatment in the evening.”
http://www.aislingdiscoveries.on.ca/
 There is no cost for this service, just a long waiting period depending on
the service required.
 Families can contact the organization directly or be referred by a
specialist. They help all families that need assistance.
 There will be a 45 minute evaluation with a therapist to see what the best
treatment would be for that particular family.
 Contact the Behaviour Management Program 416-321-5464 xt 233.

16.  Therapy in Toronto help
 This is a private clinic not covered under OHIP
 Patients can use insurance the cost would be $190 for 50 minutes.
 Patient paying out of the pocket, the cost would be $135+hst for
50 minutes.
 Referrals are not necessary. Families would have to make an
appointment to see a therapist.
 Helps all families in the need of some kind of therapy.
 Appointments depend on availability of spots for a particular day.
 http://www.therapyintoronto.com/
 Contact: Dr. Andrew Guthrie, 416-985-2634

17.  We should get as much information from
families before making any suggestions.
 As an educator we should not be blaming
parents for the child’s behaviour.
 Being empathetic, understanding and work
with parents collaboratively will help both
parties to come to a common goal.
 Provide some resources to Priya’s mum such as
clinics and organizations as listed earlier.
 Assure the mother they will work as a team.

18.  Images used:
 http://www.google.ca/search?tbm=isch&hl=en&source=hp&biw=1024&bih=524&q=angry+c
hildren&gbv=2&oq=angry+chil&aq=1&aqi=g10&aql=&gs_l=img.3.1.0l10.4609l9125l0l11672l10
l10l0l0l0l0l203l1205l0j6j1l7l0.llsin.
 http://www.google.ca/search?tbm=isch&hl=en&source=hp&biw=1024&bih=524&q=oppositi
onal+defiant+disorder&gbv=2&oq=oppositional+&aq=0&aqi=g5g-
S5&aql=&gs_l=img.3.0.0l5j0i24l5.547l5078l0l19797l13l13l0l4l4l0l203l1264l0j8j1l9l0.llsin.
 McCaie, L. (Director) (2012, February 10). Case studies. Inclusion. Lecture conducted from
Centennial college, Toronto,ON.
 McCaie, L. (Director) (2012, January 27). Children with behavioural & social/emotional
disorders. Inclusion. Lecture conducted from Centennial college, Toronto,ON.
 DeGangi, G. A., & Kendall, A. L. (2007). Effective parenting for the hard-to-manage child: a skills-
based guide. London: Routledge.
 McCaie, L. (Director) (2012, February 10). The role of ECE. Inclusion. Lecture conducted from
Centennial college, Toronto,ON.
 Waller, R. J. (2006). Fostering child & adolescent mental health in the classroom. Thousand Oaks:
Sage Publications.
 APA formatting by BibMe.org.