Oppositional Defiant Disorder


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About oppositional defiant disorder

All teenagers have times when they might refuse to do something they are asked, disrupt others or not listen. Teens with oppositional defiant disorder (ODD) need support with these behaviours which disrupt their day-to-day life. These students can appear defiant, disobedient, angry and irritable. They might argue with parents, teachers and other students. They may find it hard to follow teachers’ instructions. They may lose their temper if they feel like something isn’t going their way. Sometimes, it might seem like they annoy other students on purpose, or don’t take responsibility for their actions. They might refuse to join in group activities and get out of their seat regularly.

For some students with ODD, reading, writing, maths and concentrating can be hard. Some may also have language delays and find talking about emotions difficult. Students with ODD can have trouble communicating, and making friends. It is also common for students with ODD to have low self-esteem.

Strengths

What might be some strengths?
  • Some students will be able to learn and pay attention in the same ways as others.
  • Students with ODD often have a normal working memory. This means they can remember things in their head like images, numbers or several pieces of information at once.
  • Many students with ODD are highly motivated by reward systems.
  • Students with ODD often enjoy hands-on learning. They may learn new information well through this approach.
  • Some students with ODD are creative and enjoy art.
    Where might you provide support?
    • Students with ODD may need support managing their emotions. They may be easily frustrated or angered.
    • They may find it hard to follow instructions and rules, which can be disruptive for class time, excursions, and activities like physical education.
    • Students with ODD may have trouble making and keeping friends. They sometimes have trouble communicating and may find it hard to understand social situations. This can also impact their self-esteem.
    • They may find problem solving hard. This can make schoolwork difficult, particularly as they may get frustrated easily. Finding it difficult to understand a problem or conversation is often a reason for emotional outbursts.
    • Students with ODD might not be able understand the consequences of a behaviour. They might distract another student in class without thinking about the other student, the class or what the teacher might say.

    Evidence-based strategies

  • Sometimes students may be angry or frustrated because they don’t know what to do when they feel stressed, worried or afraid. Encouraging students to name and express their feelings in a safe environment, such as with a teacher, can help. If a student gets angry or has an emotional outburst, encourage them to recognise what they are feeling, pause, take a breath, and tell themselves to calm down or use another calming down strategy. Help them to think about why they became emotional once they have calmed down.

    • Best practice tips

  • Use a lot of praise. Praising students often for positive behaviours can build confidence and reduce disruptive and challenging behaviour. This might include praise for staying focused, interacting well with others and listening to teachers. Praise can be given both individually and for others to hear.
  • Provide a warm and nurturing environment. A warm and supportive role model can help students learn how to have good interpersonal relationships. Look for ways to model to students how to get along with others. Positive relationships may help students with cooperation, motivation and learning. Connecting with students and managing frustrations with past challenging behaviour can help build a positive relationship.
  • Use a reward system. Punishment may not lead to changes in challenging behaviour. Instead, rewards/encouragement can be given for positive behaviours. Students may be more motivated if they can choose their favourite reward like computer time, a class game, a book, or working outside.

    • Curriculum considerations

  • Some students with ODD might have creative strengths. They may be very motivated and interested in the arts. It may be a great place to encourage positive behaviour, friendships and self-esteem.
  • The arts curriculum can be a place for students with ODD to learn listening and sharing skills, and talk about emotions (e.g. “How did that sound make you feel?”)
  • Some students may be more distracted or disruptive in classrooms outside of their normal learning space. Strategies that could help include having a clear schedule. Refer to AllPlay Dance for further strategies for dance.

    • Other considerations

  • Teens with challenging behaviour might engage in risky behaviours more often than others.
  • Some may refuse to follow rules and instructions. This can put themselves or others in danger.
  • Remind students of the rules to keep them safe.
  • Use positive language and a neutral tone when giving instructions. Tell students what to do instead of what not to do.

    • Relevant resources

    Visit our resources page for a range of resources that can help to create inclusive education environments for students with disabilities and developmental challenges. Some particularly relevant resources for students with oppositional defiant disorder include:

    Strengths and abilities communication checklist
    Student self-monitoring form
    Problem solving guide
    Story - How to be organised

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