Oppositional Defiant Disorder Case Studycase Study

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

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

Oppositional defiant behavior has been classified as one of the disorders that affect the mental

An IEP (Individual Education Plan) is used, before a term starts the school will hold a meeting for any outside agencies, the parents and teachers of the child to meet and discuss the next best plan of education for the child. Discussing the child’s interests preferred learning methods, targets, flexibility and interagency working with the child.

Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with special educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targets and planned

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

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,

My first observation of Jaelee, she had a hard time sitting still during story time. She was running around and screaming, while her teacher Ms. Reta tried to read a story. I was told by Jaelee’s mother that she is diagnosed with ODD, which stands for Oppositional defiant disorder. Oppositional defiant disorder is a pattern of angry/irritable mood, argumentative/ defiant behavior or vindictiveness towards authority figures. I felt that the behavior I had overserved was because Jaelee has ODD. I was expecting to see Jaelee misbehave after my first observation, but I was surprised that I had not seen that type of behavior from her again.

Antisocial personality disorder (ASPD), opposition defiant disorder (ODD), and conduct disorder (CD) are three distinct disorders based upon their respective diagnostic criteria in the DSM-5. If ODD and CD were mild forms of ASPD, then there would need to be causal relationship between the childhood manifestations of ODD and CD and the adult manifestation of ASPD. There is evidence of comorbidity between ODD and CD, and also evidence to suggest that children diagnosed with these disorders may go on to develop ASPD later in life; however, correlation does not equal causation. The three disorders have subtle but important differences in their associated behaviors, underlying causes, treatment outcomes, and neurological signs.

As for Reactive Attachment Disorder, he rarely seeks comfort. If he comes to the partial room, it is usually to avoid something else. He does not like talking about his feelings or even his day that often. He will joke around with you, but it is like pulling teeth to have him be serious and talk about serious issues appropriately. He has only had one foster family, but he has tried to contact his biological mother and she turned him down. He does not like to get too close to anyone. He will start to back away if he feels relationships are getting too close for comfort. He is a very sociable child. He likes to talk and he will tell you he likes drama, but there is no emotional connection. He could cut his friends without thinking twice about it. He is also very mean to some of his nicer friends. He is very back and forth with relationships. He does not want the attention when it is being given, but as soon as you go to walk away and not pay attention anymore, then he wants your help again and will start working on his assignments. He is an attention seeker. It bothers him if you walk away or use planned ignoring with him. Usually he will go back to class

This experimental study will have two groups of participants. Participants will need to be professionally diagnosed with Oppositional Defiant Disorder and have had persistent symptoms for a period of at least 6 months before the study takes place. Also, participants must be between the ages of 6 and 15 at the time that the study takes place. There will be a total of 100 participants. Since, there was no found standard treatment method used to treat patients with ODD, only a waitlist group and DBT group will be used. Of these 100, 50 will be placed into a DBT group while the remaining 50 will be placed on a waitlist to serve as a control group. After all of the DBT groups have been completed, those on the waitlist will receive DBT.

The book for the class will become a starting point for talking about Oppositional Defiant Disorder, or ODD. Whitbourne and Halgin define that ODD describes children and adolescents who display angry or irritable moods, possess argumentative or defiant behavior and has vindictiveness that results in significant family or school problems (p. 249). Individuals who suffer from ODD can also be seen having these traits: they can easily and repeatedly lose their tempers, refuse orders and requests from others, and they will be deliberately trying to annoy other people around them. On key factor that individuals with ODD hold, is that they will try to blame others for their own behaviors and want other people to see them as a victim rather than the perpetrator.

According to the DSM-III, APA, 1980 (as cited in Hiripi, Karzdin, Kessler & Nock, 2007) the history of Oppositional Defiant Disorder (ODD) was first described in the 1980 version of the DSM-III as an onset disorder in childhood and adolescence. Currently Oppositional Defiant Disorder (ODD) is found in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) and is described as “a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months” (APA, 2013, pg. 462). In order to meet the diagnostic criteria as described four the above symptoms need to be present. The current version of the DSM-5 lists ODD as a disruptive, impulse-control and conduct disorder (APA,

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)