The Impact of ODD in School
As students begin to enter school age, characteristics of ODD become more apparent because of discrepancies between the reactions of students with ODD compared to their peers. Often, students with ODD appear to be non-compliant with teacher rules and expectations. Schools are naturally structured such that non-compliance is perceived as a deliberate, poor behavioral choice. As a result, students who actually have ODD are often labeled as disruptive in the classroom and begin to receive behavioral consequences rather than support services to help them gain coping skills.
The issue of fairness and consistency is crucial to children with ODD. If school incentive and consequence systems are not consistently enforced, a child with ODD will quickly pick up on that and react negatively to the inconsistency. It is important to that child that he/she understands what the reward or consequence will be for behaviors and that outcome does not change. For example, if students always receive a detention for talking without raising his/her hand, then this must always be the consequence. The first time a student does not receive this consequence, a student with ODD will notice that and begin to exhibit negative classroom behaviors as a result of the perceived unfairness.
The issue of fairness and consistency is crucial to children with ODD. If school incentive and consequence systems are not consistently enforced, a child with ODD will quickly pick up on that and react negatively to the inconsistency. It is important to that child that he/she understands what the reward or consequence will be for behaviors and that outcome does not change. For example, if students always receive a detention for talking without raising his/her hand, then this must always be the consequence. The first time a student does not receive this consequence, a student with ODD will notice that and begin to exhibit negative classroom behaviors as a result of the perceived unfairness.
Individuals with Disabilities Education Improvement Act (IDEIA)
The Individuals with Disabilities Education Improvement Act (IDEIA) is the national law that guarantees students with identified disabilities will still have access to services and support as long as they are in school. Oppositional Defiant Disorder falls under the emotional behavior disturbance classification int he law. Since ODD is usually not diagnosed until age 3 or older, all services would generally fall under Part B - Special Education Services. The first step in receiving services under IDEIA is to complete the Individualized Education Program (IEP) evaluation in a child's school district. Once completed and a student has been determined to need services for ODD, the IEP will provide valuable modifications to help students and teachers manage the ODD behavior int the classroom
Social Struggles
In general, socialization and interaction with others is a struggle for students with ODD. The chart below outlines data on areas that are of most concern for students with ODD. (Source: Greene, Biederman, Zerwas et al., 2002)