Cognitive Intervention Techniques

Cognitive Behavior Therapy (CBT) addresses dysfunctional emotions, maladaptive behaviors, and cognitive processes. This is an effective treatment for patients who are dealing with anxiety and depression. CBT refers to a group of psychotherapies that incorporate techniques from cognitive therapy and behavior therapy. Albert Ellis and Aaron Beck are the two psychologists who came up with therapies. Beck developed the cognitive therapy (CT) that focuses on changing the client’s unrealistic maladaptive beliefs and thoughts in order to change the individual’s behavior and emotional state. To help CT is directive collaboration by help teach the client correct their distorted thinking and perception of self,

According to Barkley (1997), oppositional defiant disorder is categorized as a pattern of aggressive defiance behavior that lasts for about six months. ODD ranges from moderate non-compliant behavior to total defiant behavior. Children diagnosed with ODD will meet both non-compliance and defiance criteria. A child who is diagnosed with defiance disorder will refuse to listen to a reasonable order and will act out

Cognitive-behavioral therapy (CBT) is a short-term, empirically valid amalgamation of facets from cognitive and behavior therapies. Cognitive-behaviorists believe that psychological problems stem from maladaptivity in both thought and behavior patterns, whether self-taught or learned from others. Therefore, changes have to take place in both thoughts and actions. Cognitive-behavioral therapy is structured as collaboration between client and therapist, focusing on the present. A prominent aspect of CBT is the client’s duty to be an active participant in the therapeutic process (Corey, 2013).

Oppositional defiant disorder (ODD) is one of a group of behavioral disorders in the disruptive behavior disorders category. Children who have these disorders tend to be disruptive with a pattern of disobedient, hostile, and defiant behavior toward authority figures. These children often rebel, are stubborn, argue with adults, and refuse to obey. They have angry outbursts, have a hard time controlling their temper, and display a constant pattern of aggressive behaviors. ODD is one of the more common mental health disorders found in children and adolescents (AACAP, 2009). It is also associated with an increased risk for other forms of psychopathology, including other disruptive behavior disorders as well as mood or anxiety problems (Martel,

If ODD was not treated properly in childhood it will most likely follow them into their adolescent life. When the adolescent is in school and becomes defiant and argumentative people might think that it is a phase that the person is going through even though it is not. This could cause serious problems in the person’s education and their home life, and then so on into their adult life. Also ODD is also often viewed as a mild variation of a conduct disorder (Essau, 2003). The only differences between the two is that CD and ODD have different diagnostic requirements when they are compared. Although the only difference between the two is that CD is a more extreme than ODD. A client with ODD is often most times very out of control when getting orders from authority figures. This is why ODD is a major problem when it comes to being prevalent in adolescents. When ODD is present it is often times very hard for the parent to control the child. The child will often times be very out of control and not listen to the orders that the parent of authority figure is giving them. ODD can become a major problem if not treated correctly.

Jayden King Jr. is a seven-year-old boy who was diagnosed as emotionally disturbed in 2014. Jayden requires a 1:1 crisis paraprofessional because he exhibits an inappropriate and disruptive behavior on a daily basis. Based on the Antecedent-Behavioral-Consequence Chart, there were several noted incidences where Jayden has had tantrums, was non-compliant, wandering and physically abusive. When redirected, Jayden will make loud vocalizations, kicking, screaming and throwing himself on the floor. The behavior that will be targeted for remediation is his defiant behavior. Defiance is defined as the refusal to obey and follow a directive of someone of authority or opposing force. The apparent triggers that affect Jayden’s

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

There is an array of negative behaviors associated with oppositional defiant disorder (ODD). These include poor temperament, argumentative and vindictive attitudes. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition or

The author currently works with adolescents in a level 14, locked down group home facility. Her experience has been working with clients with various mental illnesses and the majority of the population display danger to self and danger to others behaviors. Many of her clients display conduct disorders as a result of their severe neglect and abuse they suffered as a child. Her clients who have Conduct Disorders do not respect authority, have little regard for others, and breaks major rules; they also exhibit aggressive behaviors that threaten physical

Oppositional Defiant Disorder (ODD) is an example of a disruptive disorder. Although there are no clear cut causes of ODD, there are factors that play a role in the development of the disorder. They include biological factors, psychological factors, and social factors (American Academy of Child and Adolescent Psychiatry, 2009). Biological factors include having a parent with a history of ADHD, ODD, or Conduct Disorder (CD), a parent with a mood disorder such as depression or bipolar disorder, parent has a problem with drinking or substance abuse, there is a brain-chemical imbalance, exposure to toxins, and poor nutrition (2009). Psychological factors include having a poor relationship with one or more parent, a parent who is neglectful or absent, and having difficulty or inability to form social relationships or process social cues (2009).

Children who consistently display behavioral problems in the home and within a social context (Dunsmore, Booker, & Ollendick, 2013) characterize oppositional defiant disorder (ODD). According to Dunsmore, Booker, and Ollendick (2013), the widespread cases for ODD are “1 percent to 13 percent in children at the age of 6-17 years” (p. 444). Children with ODD have frequent explosive episodes of opposition, disputation, and antagonist behaviors that upset intercommunications with like-aged children, their own parents, and siblings (Dunsmore, et. al., 2013). Other evidence of ODD involves rage, quick agitation, and becoming nasty or revengeful (Dunsmore, Booker, Ollendick, & Greene, 2016). Oppositional defiant disorder links these children with the incapability to express feelings, connect and manage intimate relationships, and work within a team environment (Dunsmore, et. al., 2013). Children displaying behavioral problems lack the “parental emotional communication called emotion coaching than mothers of children without conduct problems” (Dunsmore, et. al., 2013, p. 445). However, once mothers of children with ODD undertake emotion coaching, then positive connections with others appear to surface for these children (Dunsmore, et. al., 2013). Therefore, integrating methods for “parental emotion coaching with evidence-based treatment programs” for troublesome behavioral disorders are likely to ameliorate

The traditional method to reintegrate an offender into the general population usually takes constant direct supervision of the offender and the environment they live in. Behavioral psychologists have spent time and effort into researching ways that social learning connects to socially acceptable behavior. Many offenders in the system were arrested and placed due to not knowing the correct way to behave and act in the general population. Depending on the offenders past or current lifestyle, it may not be acceptable for him or her to act in accordance to how one should act due to the way peers look at the offender or the way the environment influences. Often the behavioral thinking patterns are set deep enough

One such program is Cognitive Behavioral Intervention (CBI). This program encourages the child/student to take control of his or her behaviors by providing him or her with strategies, such as self-monitoring, self-reinforcement, self-instruction, self-evaluation, and self-control (Yell et al., 2009). Cognitive behavioral interventions help the individual learn, and adapt to his or her environment by using classical conditioning, operant conditioning, and also an individual’s cognitive perspective. Cognitive behavioral interventions are based on the principal that an individual’s behavior or actions are a result of his or her thinking. By learning new ways of thinking, the individual can change his or her behavior. By using the person’s cognitive

Children with ODD have difficulty adjusting to social situations. Often times the child will display problematic behaviors such as tantrums, irritability, loss of temper, anger, emotional or touchy, argue and defiant, blames, spitefulness, and purposely annoy (Ezpeleta et la., 2012). In recent years it has been found that girls often display ODD behaviors differently than boys which could be why the rate of boys diagnosed is high than girls. Studies have found that girls are usually less physically aggressive but display name calling and bullying more than boys. These outbursts can be dangerous to the child and those around them as the child may become aggressive towards others. Without treatment life can difficult for the child. Everyday tasks can trigger an episode. Schooling can be difficult for the child as well. Later in life relationships and holding a job can become nearly impossible.

As it can be seen by the characteristics of oppositional defiant disorder it can be very difficult to teach students who have ODD. As it takes at least six months of observation before diagnosing ODD, it is important that teachers have strategies to work with students who have ODD. There are many strategies that a teacher can use in the classroom to help. Many of the strategies can be use as whole class learning, and many of them can be integrated seamlessly into their