Evaluation Of School Children Of The 21st Century

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

Emotional and Behavior Disturbance, could present itself in the classroom in many different ways, because, the term “EBD” is often referred to as an umbrella term, no two children who exhibits behaviors of EBD are going to act the same. For instance, students who have the mental disorder Anxiety many exhibit internalized behavior, this would include low-self-esteem, a tendency to self-harm, withdrawn and sad. However, a student with Opposition Defiant Disorder may exhibit external behaviors, they may intentionally irritate classmates and staff, they could also suffer from hyperactivity, impulsiveness, aggression,

Oppositional Defiant Disorder is a serious condition which educators need to know how to address for the safety of the student, the other students and teacher. In the case of Jack, the situation has become extremely serious for everyone involves which makes it extremely important for educators to have a rich understanding of the behaviors, risk factors, and potential training supports associated with ODD.

The individual with oppositional defiant disorder will easily lose his temper; is regularly defiant or refuses to comply with the rules or requests set by adults; often argues with adults; usually and deliberately bothers people; will blame everyone else for their behavior and mistakes; is generally angry, resentful, spiteful or vindictive; and is often touchy or easily annoyed by the actions or inactions of others. The diagnosis for oppositional defiant disorder is considered only when the behavior occurs more frequently than it is usually observed in individuals of a comparable developmental level and similar age. The conduct of the adolescent and the conflicts he may have with adults will vary from the inevitable clash that may exist between teenagers and parents/authority figures. While normal conflict or rebellion may be a temporary or isolated incident, oppositional defiant disorder occurs when such conflict becomes severe and out of control. Moreover, in order for the diagnosis to be made, this disturbing behavior must cause significant issues at the personal, academic, professional, and social levels. Oppositional defiant disorder shouldn’t be diagnosed if the medical professional suspects that the behavior is being directly caused by another psychological disorder such

The diagnosis of Oppositional Defiant Disorder mainly comes as a result of observing certain characteristics of individuals’ behaviors. For instance, children who demonstrate disrespect towards authorities in their surroundings are usually diagnosed with the disorder. It is an exceptionally prevalent psychiatric disorder that has detrimental repercussions for slightly over three per cent of children and adolescents (Walter Matthys, 2012). According to the article, individuals suffering from Oppositional Defiant Disorder are mainly oppositional, antisocial and aggressive (Walter Matthys, 2012).

Oppositional Defiant Disorder, or ODD, is a behavioral disorder occurring in childhood. This disorder is characterized by a child defying authority (parents, teachers, etc.) and an overall angry/irritable mood. Oppositional Defiant Disorder can impact the child’s social relationships both at home with their families and at school with their teachers and fellow classmates. Attachment theory, which looks at how well parents provide emotional security for their children, is a useful framework for understanding the underlying causes of ODD. Through the lens of this theory, ODD is not the result of a child’s behavior or their biology, but instead the child’s faulty attachments to their parents or other guardians.

Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)

Billy is a six year old first grader who hates school and is having trouble making friends. He is also misbehaving in class. His parents brought him to a psychological clinic because of all his inappropriate behavior at school. (Butcher, Hooley & Mineka, 2013). Because not enough information has been collected on Billy’s conduct to make a full diagnosis, I would diagnose Billy with 312.9 (F91.9) Disruptive Behavior Disorders (NOS) (APA, 2013).

Starting in child either under the age of ten or a few years after the age of ten, Conduct Disorder is a delinquency problem in found in children where they break social norms and rules. The interest of conduct disorder stated in 1880 but was studied little until 1910 and was officially put in the DSM in 1968. Over this time many theories and reasons for the cause of Conduct Disorder were formed and it has been connected to ADHD, Mood Disorders, and ODD. With cause comes symptoms and severities of every disorder. Depending on if the child is mild, moderate, or severe with determine how much issues they will have with learning, school adjustment, and relationships with others. There are basic statistics that show that boys are more likely to

Student becomes very argumentative and disrespectful when told to sit or enter the building without pushing others and throwing his book bag. He may push others around verbally or physically. He makes inappropriate verbal gestures and exhibited a bad temper, foul mouth and throws tantrums when he does not get his way. The verbalization of threats, name-calling and intimidation of other students, on duty staff members, and teachers tends to escalate more and more every day. The on duty staff members and teachers continue to remind him about the consequences of this actions, concerning touching others, hurting others, bullying and bothering others students, entering the school by running and pushing others, staying and remaining in the designated

The independent examination of oppositional defiant disorder in children and adolescents without co-existence of other disorders. Such as conduct disorder and attention deficit hyperactivity disorder which are commonly associated with this disorder. Separating oppositional defiant disorder from other disorders gives a better aim towards understanding the disorder alone, and a single treatment. The oppositional behavior may lead the child or adolescent down a harmful or unfavorable path. The child or adolescent prevent their own success and development because of the oppositional defiant disorder. It may result to a continuous pattern over time of stronger arguments and refusal to comply with authority figures if there is no treatment intervention

As an educator, we come across many behaviors in the classroom.We do not know necessarily where they stem from but we have the tools and/or resources to discover the causes of these challenging behaviors. During my fieldwork and through my assessments I was able to identify disruptive behavior from my target student. This essay will analyze the perspective of researchers on the;

A student in my first-grade class throws a temper tantrum each time I ask him to work on his math worksheets. In protest, he cries and flails his arms and or legs at the start of each math lesson; his behavior has been going on for about a month and is dangerous for both myself and the other students. I do not want my other students to be affected or influenced by this student’s out of control behavior, therefore I must teach him how to behave.

In a variety of community based studies the researchers found roughly 3% of the children studied met the criteria of the DSM-IV for oppositional defiant disorder. However, the studies vary based on criteria used, how many participants were studied, and how old the participants were at the time of the study. This resulted in a variance of prevalence estimating between 1 to 16 % (Steiner, H., & Remsing, L., 2007). There were no gender or racial/ethnic group differences found in the prevalence of children diagnosed with ODD (Lavigne, J. V., LeBailly, S. A., Hopkins, J., Gouze, K. R., & Binns, H. J., 2009). Another study showed similar results stating although many people believe that ODD is far more common among boys, the diagnosis

In today’s education world, there is a glaring lack of effectiveness of teachers in teaching elementary students to be successful when solving word problems. Evidence of a need for improvement in this area is low standardized test scores on these types of problems as well as poor student attitudes toward even attempting these types of problems (Benko, Loaiza, Long, Sacharski, & Winkler, 1999). A recent study indicated that today’s assessment of mathematics has progressively become an assessment of student’s ability to interpret and perform problems rather than an assessment of computation skills (Pearce, Bruun, Skinner, & Lopez-Mohler, 2013). Furthermore, the authors stated that in studying the 2009 state released test,