Proactive ideas and strategies to help teachers and parents effectively work with children who have or have not been diagnosed with ASD (Autistic Spectrum Disorder), ADHD, and Oppositional Defiance Disorder. This site is about advocating for positive and collaborative methods that encourage and celebrate diversity and best practice! Changing beliefs and attitudes from one of deficit to one of strength with an emphasis on children achieving their personal best.
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OPPOSITIONAL DEFIANCE DISORDER AND CONDUCT DISORDER
Oppositional Defiance Disorder and Conduct Disorder are two disorders that are becoming very difficult in the classroom to maintain. Researchers have estimated that 6-16% of the population may be diagnosed with ODD or CD. Some researchers have even stated that 1 in 100 students may have these disorders. Early intervention is the key for these guys. Applying strategies at a very early age can be a decisive factor in how they learn to cope as they go through life. Here is a site that focuses on the perspective of a parent with a son who has ODD. I have also included a case study example for further discussion. http://disordermd.wordpress.com/ http://www.auseinet.com/journal/vol2iss3/martin.pdf
Teachers are continually being
asked to do more, more, more within their classrooms.The lack of resources, funds and people are
making it difficult for teachers to do their jobs.Non-compliance has also become highly
prevalent within the classroom and teachers have cited this problem as one of
the greatest stressors and concerns they encounter.Colvin(2009) states that non-compliant
behaviour has been the overall highest ranking reason for sending students to
the office(Pg.7). To define non-compliant behaviour
certain conditions must be met. The student exhibits non-compliance if a
person in authority gives a direction and it is not followed by the
student.The person in authority
can mean anyone at the school including administrators, teachers, teacher
assistants, substitute teacher and volunteers that come into the
school.As we all know some
students are only non-compliant with certain people so school personnel
must make sure they communicate to all s…
In my seminar, Save Your Sanity: Proactive Strategies for Children with Challenging Behaviour, we discuss the difference between punishment and discipline. We have to realize that these two words are actually belief systems or philosophies. You as a parent or teacher have to define what this means to you and be very clear on your approach. WHY?? Your belief system guides your behaviour and the approach that you use with children is defined by what you believe. Why do you do the things you are doing with the children you work with or parent? In order to answer that clearly you have to become aware of your own behaviour in relation to a child's behaviour. Are you trying to fix or change a child or are you trying to teach? The clearer you are on your belief system and behaviour, the less confusion a child experiences in their environment.
Contingency mapping is a new type of visual support strategy that has not been reported in the research literature to date (Brown, 2004). Contingency maps are graphic (i.e., pictorial) representations of the environment–behavior relationships inherent in PBS plans that involve FET. The aim of a contingency map is to make a behavior support plan more transparent by graphically depicting both the current and the alternative antecedent–behavior–consequence pathways related to the problem behavior. As such, contingency maps must represent all of—and the relationships between—the following components: (a) the common antecedent that precedes both the problem and the replacement behavior, (b) the topography of both the problem and alternative behavior, (c) the functional reinforcer that will be provided contingent on alternative behavior, and (d) the previously available functional reinforcer that will no longer be provided contingent on problem behavior.