Behavior Management Plan for Oppositional Defiant Disorder - Case Study Example

BЕНАVIОUR МАNАGЕМЕNТ РLАN A Case Study Submitted By: NAME: INSTITUTION: COURSE: INSTRUCTOR: DATE: © 2014 INTRODUCTION As children grow, they are diagnosed with many developmental problems that affect them both mentally and physically. This in one way or the other has caused majority of the victim to lag behind their peers in academic work once they reach school going ages. The commonest among these afflictions as reported by Mash & Wolfe (2013) are ‘Autism, Asperger Syndrome (AS), Oppositional Defiant Disorder (ODD) which manifests itself as either Attention Deficit Hyperactivity Disorder (ADHD) or Conduct Disorder (CD)’. The present case study is more alienated to ODD which is alternatively considered as a collection of ‘disruptive behaviour disorders’ (Webster-Stratton et al, 2008). According to “The American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition” (DSM-IV), Oppositional Defiant Disorder (ODD) is defined as ‘a recurrent pattern of negativistic, defiant, disobedient, and hostile behaviour toward authority figures that persists for at least six months’ (Cited in Pardini et al, 2010). In view of the foregoing definition, behaviours such as “temperament in children, arguments with adults, defiant expositions, deliberately vexing others, blame-game after misbehaviour, highly sensitive, being resentful, spiteful or vindictive” are all characteristic of ODD (Shean et al, 2005). Based on accessed literature, diagnosis of Oppositional Defiant Disorder (ODD) is possible when a child is persistently manifesting a consistent pattern of disobedience and hostility toward parents, teachers or other adults (Zirpoli, 2012). This criterion is clearly illustrated by the case study student whose problem behaviours are recurrent than in the other children of his cohort in terms of age and developmental stage. Nick the case study student is indicated to have been temperamental and difficult in his early years and deteriorated immediately he began schooling. He was found to be highly reckless and could not complete his academic work unless constantly prompted. According to the presented scenario, Nick usually became easily agitated because of his lack of concentration and as a result was always disruptive of other students. Because of feeling hopelessly inadequate, he was ever blaming classmates for his mistakes and misbehaviour (Clarke, 2004). Hence Nick became unmanageable both at home and in school as reported in the scenario. Children of Nick’s nature are numerous and in need of serious interventions. These interventions are basically undertaken as ‘Behaviour Management Plans’ as noted by Kledzik et al (2011). This implies that teachers, parents and other stakeholders in a child’s educational journey are mandated with the onus of developing ‘Positive Behaviour for Learning’. This will ensure that student needs are taken care of socially, emotionally and educationally as underlined by Carr et al (2002). In view of this, the present paper is divided into two main parts. In part A, the author enumerates the various characteristics resident in Nick’s disorder: Oppositional Defiant Disorder (ODD). Part B on the other hand entails the completion of the positive behaviour management plan template. Part A – MAIN CHARACTERISTICS OF OPPOSITIONAL DEFIANT DISORDER (ODD) The American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) later revised the earlier definition of Oppositional Defiant Disorder (ODD) forwarded by DSM-IV. In the new definition, Oppositional Defiant Disorder is termed as a pattern of antisocial behaviours lasting for at least six months where the victim exhibits a minimum of four out of the eight listed symptoms namely: “angry/irritable mood, argumentative/defiant behaviour, adamant/annoyance expositions, or vindictiveness/blame game” (Pardini et al, 2010). Extant literature also indicates that a child with Oppositional Defiant Disorder (ODD) usually has problems in fitting within normal school programmes and/or other social venues as noted by Lassen and friends (2006). Numerous characteristics of Oppositional Defiant Disorder (ODD) have been proposed by researchers and scholars alike and seem to comply with the known symptoms of the disorder. According to findings by Richmond (2002), a child diagnosed with Oppositional Defiant Disorder (ODD) behaviours generally become indisposed when in primary school although cases of early dispossessions even as young as three years of age have also been reported. In such children, the victims may become easily angered, annoyed or irritated and constantly throwing repeated temper tantrums (Mash & Wolfe, 2013). This characteristic is argued by Pardini et al (2010) to be associated with the child’s family background and early upbringing. Based on reliable study findings, neglect and rejection of a child by parents and other family members due to ‘marital conflicts, domestic violence or physical/sexual abuse may orientate the child towards resentment of adults and as such disrespect and even defy authority (Webster-Stratton et al, 2008). Similar to this characteristic is the one that orientates a child into frequently engaging in arguments with adults, particularly the most familiar adults in their lives such as parents and teachers as well as older siblings. In line with this characteristic, Shean and associates (2005) argues that the same family breakdown is largely contributory. This can also be emphasised by certain environmental factors in the family enumerated by Carr et al (2002) as ‘a dysfunctional family life, a family history of mental illnesses and/or substance abuse, and inconsistent discipline by parents’. Additionally, a child diagnosed with Oppositional Defiant Disorder (ODD) seems to deliberately attempt to infuriate or aggravate others for no reason. This is attributed by Kledzik et al (2011) to attention seeking also linked to early family upbringing. This is particularly so if the child doesn’t receive recognition at home and also at school. By way of the foregoing characteristics of Oppositional Defiant Disorder (ODD), it is clear that family background and the environment play a critical role in determining the behavioural development in children. This is also true for the other characteristic of this disorder that indisposed children have low self-esteem and a low frustration threshold (Mash & Wolfe, 2013). This probably has its root cause from childhood experiences of being looked down upon and never having received any form of praise from anyone leave alone family members and close associates. Moreover, the continual reprimands received from those in authority for any slight transgression committed are largely contributory in this matter. To some extent, biological factors are also indicated as key to the development of this characteristic in children. Accordingly, defects in or injuries to certain areas of the brain that boost ones ego can lead to serious behavioural problems in children as suggested by studies found in extant literature (Richmond, 2002). Similarly, Mash & Wolfe (2013) purport that ODD has been linked to abnormal amounts of certain types of brain chemicals referred to as neurotransmitters which are considered helpful to brain nerve cells in communicating with each other. If these chemicals are out of balance or not working properly, messages may not make it through the brain correctly, leading to symptoms of ODD, and other mental illnesses (Carr et al, 2002). Moreover, majority of the characteristics of ODD have a genetics relationship. This is explained by Webster-Stratton et al (2008) to indicate that a large percentage of children and teens with ODD have close family members with mental illnesses, including mood disorders, anxiety disorders, and personality disorders. This suggests that a vulnerability to develop ODD may be inherited from blood relations. If this is coupled with poor parenting skills such as inadequate supervision, harsh or inconsistent discipline, rejection etc, then the characteristic becomes aggravated (Zirpoli, 2012). A final relation of characteristics of ODD is found in the Coercion theory which contends that parent – child interactions provide a training ground for the development of antisocial behaviour. According to the Coercion theory, through a 4-step, escape-conditioning sequence, the child learns to use increasingly intense forms of noxious behaviour to avoid unwanted parental demands (Richmond, 2002). Part B – TEMPLATE: Positive Behaviour Management Plan Student Name: Nick Year Level: Year 7 Date of Plan: 26th May 2014 Classroom Teacher: Teacher.......... Plan Start Date: 1st June 2014 to be reviewed on this date: 15th September 2014 1. Presenting Behaviours – DOT POINT RESPONSES a) Strengths & Interests – DOT POINT at least three. Competent at football Enjoys practical Agriculture in the field Very good at card games and numerical b) Concerns/undesired/interfering behaviours: e.g. Out of seat, calling out, etc. – DOT POINT at least three. Has increased anger, resentment and disengagement when handling hard tasks Becomes disruptively roaming about the room, interfering with other’s work Often blames classmates for his mistakes and misbehaviour c) Observable Triggers: e.g. peer influence, subject, time of day, etc. – DOT POINT at least three. Struggles with most aspects of language A small group of peers developing into an intimidatory gang Increased anger, resentment and disengagement when performing tasks perceived as too hard. 1A. REPLACEMENT BEHAVIOUR GOALS: DOT POINT e.g. stay in seat for a minimum of 10 minutes at a time. Allow Nick to attend Agriculture classes outside in the field Engaging Nick in creative oral storytelling especially about camping and fishing Encourage Nick to listen to rap music, play drums and percussion instruments 2. Preventative & Proactive Strategies – SUPPORT WITH REFERENCE TO THE LITERATURE Strategies Whose Responsibility? a) Classroom and /or ENVIRONMENTAL Adjustments for Positive Behaviour e.g. classroom procedures, systems, seating, graphic organisers, timing, lesson transitions, etc. (Cited in Mash & Wolfe, 2013) A positive reward system that should be easily understood A supportive classroom environment which is well arranged The posting of clear and specific classroom rules and sent to parents The use of mild punishments e.g. reprimands and time-out Classroom /Subject Teacher b) Curriculum and/ or INSTRUCTIONAL Adjustments for Positive Behaviour e.g. content, ability/academic pitch, quantity, varied presentation, etc. (Cited in Zirpoli, 2012) dividing tasks into smaller chunks offering one-on-one help whenever possible giving the child a ‘buddy’ to can help him understand what to do planning the classroom so that children with special needs are seated near the front of the room and away from distractions keeping daily activities as ‘routine’ or predictable as possible making a visual checklist of tasks that need to be finished doing more difficult learning tasks in the mornings or after breaks, and allowing some extra time to finish tasks. Teachers c) Specific Skill Teaching to promote self-awareness and behavioural change e.g. specific social skills and/or self-regulation strategies Use of positive reinforcement and praise for appropriate behaviours Clear procedures for handling serious behavioural problems such as bullying, angry outbursts, and aggression School-wide positive behavioural programs and staff training The use of positive reinforcement and praise for appropriate behaviours to built a child’s self esteem Teachers d) In-School Student Support Network & Communication e.g. Counsellors, Aides, Teachers and Peers Individual psychotherapy Family therapy Cognitive behavioral therapy Social skills training Teachers Carers Therapists e) Out-of-School Student Support Network & Communication e.g. Family, Carer, Significant Other, Specialists (Quoted by Kledzik et al, 2011) Reduction in TV watching; Reduction in video games (particularly with violent content); A structured home life with clear and consistent limits; A healthy lifestyle, including diet, exercise, and sleep; Mentoring programs; Alternative educational opportunities. Parent training programs Parents Carers Therapists 3. Acknowledgement Plan - SUPPORT WITH REFERENCE TO THE LITERATURE Strategies Whose Responsibility? Verbal Acknowledgement – Dot point at least three. Keeping instructions clear and brief, with the shortest number of steps Showing your child what to do – for example, ‘Please pick up the clothes from the floor and hang them up in the cupboard’ Keeping eye contact with your child Asking your child to repeat instructions back to you to make sure she has understood. Parents Carers Therapists Non-Verbal Acknowledgement – Dot point at least three. Playing games that require following rules, concentration, and cooperation with the child, Introducing the child to activities where she’s likely to do well Making a big deal when she does well Going over the highlights for the child at the end of each day Parents Carers School- Wide Rewards & Consequence Reinforcement System – Make reference to a whole-school PBS program. Peer mediation programs Character education programs Training in positive discipline techniques for non-teaching staff Teachers Playground monitors School bus drivers Whole-Class Rewards & Consequence Reinforcement System – Provide examples of at least TWO whole-class rewards and consequence strategies. Reprimands in case the students do not go well Time-out for any wrong-doing in the classroom Response-cost behavioural programs like loss of points or privileges Teachers Individual Rewards & Consequence Reinforcement for desired behaviour – Provide examples of at least TWO individual rewards and consequence strategies. Use routines to emphasise a certain rule e.g. that which says “Never get out of line” can be practised by routines A Reinforcement-Rich Environment where a child who likes music can be time to listen to popular music alone Being a Calm and Collected Teacher will help reduce instances of arguments with the ODD child Teachers Therapists Parents 4. Corrective & Response Strategies In-class Correction Plan – How will you correct inappropriate behaviour with the case study student? (LEAST to MOST intrusive) Cognitive interventions by concentrating on his language weakness Vocational training by assisting him to develop skills in agriculture and other outdoor activities to him like playing music and card games Academic tutoring where emphasis should put placed on his entire academic work where Nick is weak for improvement 5. Crisis Plan - SUPPORT WITH REFERENCE TO THE LITERATURE Steps to follow if the case study student’s behaviour reaches crisis level Call Nick first and talk to him about his escalating behaviours in order to defuse the crisis Invite a colleague teacher to be witness as I talk to Nick. This is in line with study findings by Zirpoli (2012) If Nick does not change, I refer him to the guidance and counselling department When no change in behaviour is noticed, I take the matter to the school Principal This plan has Parent/Caregiver agreement: (circle) Yes/No Author of Plan: ______________________ Signature: _________________________ Who will you give a copy of this plan to? CC To: Principal Assistant Principal School Counsellor Year Level Advisor Parent/Carer Aboriginal Liaison Officer Specialist Name: _________________________ Other: Name: __________________________ REFERENCES Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K & Fox, L. (2002), ‘Positive behaviour support: evolution of an applied science’, Journal of Positive Behavior Interventions, 4 (1), 4–16, 20. Clarke, R., Kowalenko, H., & Pearce, J. (2004), Supporting and managing children’s behaviour: An early childhood resource. DECS Publishing Kledzik, A. M., Thorne, M. C., Prasad, V., Hayes, K. H., & Hines, L. (2011), Challenges in Treating Oppositional Defiant Disorder in a Pediatric Medical Setting: A case study. Journal of Pediatric Nursing Lassen, S. R., Steele, M. M & Sailor, W. (2006), The relationship of school-wide positive behaviour support to academic achievement in an urban middle school, Psychology in the Schools, 43 (6), 701–712. Mash, E. J., & Wolfe, D. A. (2013), Abnormal Child Psychology (5th ed.) Belmont, CA: Wadsworth, Cengage Learning. 182–191 Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010), Building an Evidence base for DSM-5 Conceptualizations of Oppositional Defiant Disorder and Conduct Disorder: Introduction to the Special Section. Journal of Abnormal Psychology, 119(4) 683–688 Richmond, C. (2002), ‘Planning case intervention for students with problematic behaviour’, University of New England, Armidale, pp. 1-9 Shean, M. B., Pike, L. T & Murphy, P. T. (2005), ‘The acquisition of social competence: An examination of factors influencing children’s level of social competence’, The Australian Educational and Developmental Psychologist, 22, 2, 29–46. Webster-Stratton, C., Reid, M. J & Stoolmiller, M. (2008), Preventing conduct problems and improving school readiness: evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry 49 (5) 471–488. Zirpoli T. J. (2012), Behavior Management: Positive Applications for Teachers: International Edition (6th edn.). Pearson Education Inc., Upper Saddle River, New Jersey Read More