Oppositional Defiant Disorder Case Study Essay

Oppositional Defiant Disorder (ODD) is when a child develops a pattern of disobedient, hostile, and defiant behavior toward authority figures. All children are oppositional from time to time (particularly when tired, hungry, stressed or upset) and they will argue, talk back, disobey, and defy parents, teachers, and other adults. These behaviors are a normal part of development for very young children, but parents generally notice symptoms of ODD by age 8 when the behaviors have not improved. By about age 8, the openly uncooperative and hostile behavior may be ODD when it is so frequent and extreme when compared with other children of the same age and when it affects the child's social, family, and school life. The causes of ODD are unknown,

Oppositional defiant disorder (ODD) is one of the most common disorders in childhood. Some behaviors displayed by ODD children can be a normal part of the development process. It is when children display the behaviors more than their peers that a parent should be worried. This paper examines what oppositional defiant disorder is and the symptoms that a person can display. It will also tell the diagnostic process and treatments available to ODD patients. ODD can also be diagnosed with other disorders and we will look at attention-deficit hyperactivity disorder with co-morbid ADHD and the treatment options for that as well. It is important to note that whether a person is diagnosed with ODD or with ADHD and co-morbid ADHD early detection will greatly improve the chances that symptoms will decrease.

Oppositional Defiant Disorder is a tricky diagnosis when it comes to teens. Let’s face it, a whole lot of teens are defiant by nature, so let’s take a closer look at this complex disorder.

My rationale for writing this paper is to know what oppositional defiant disorder (ODD) is and its effect on age, gender, and concurring behaviors (comorbidity) like attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD). How these conditions are affected in getting the proper diagnosis and treatment for ODD. Loeber, Burke, and Pardini reported in clinical groups among children, ODD is listed as one of the most commonly known behavioral disorders (as cited in Kazdin, 1995). Stringaris and Goodman (2009) found ODD is apparently very important among adolescents because of its strong connection with a large assortment of fully developed mental health disorders such as (as cited by Kim-Cohen et all., 2003,

These items may display themselves differently in different children, but certain symptoms are indicative that a there may be an attachment problem. According to the Attachment Disorder Quick Fact Sheet (2014), interpersonal problems may include: lack of trust in caregivers, resistance to nurturance, difficulty giving and receiving genuine affection, inability to interpret facial expressions and body cues, and consequent poor social skills. Emotional issues may include: problems with emotional self-reflection; problems recognizing the emotions of others, poor emotional regulation and problems with low self-esteem. Behaviors exhibited may include demanding, clingy, and over-controlling behavior; incessant chatter; temper tantrums; problems with self-control; regressed behavior; behavior that may mimic oppositional defiant disorder; and impulsivity. Cognitive and moral issues may include: a poor grasp of cause and effect; problems with self-reflection, abstract thinking, compassion, empathy and remorse; and uneven learning that may be exhibited through concentration problems in

Child expert arguably stated that ADHD/HI is a category created in DSM-IV to identify children who are extremely active but they do not display gross inattention. Yet, children from this sub-type display multiply hyperactive/impulsive symptoms. They do not display significant attention problems. They are able to pay attention to a task but lose focus because of hyperactivity or impulsiveness and frequently have trouble in controlling impulse and activity. Thus, this would lead to development of (ODD) Oppositional Deviant Disorder which is due to hyperactivity and impulsivity aspects of ADHD.

    One personal account I can recall is about  a boy in my classroom who just can’t stay seated; he often walks around the classroom and distract other students; making noise during class time, and does not pay attention. There’s a shy girl in my classroom who is quiet, who is often withdrawn from peers and daydreams often, even though it may seem as if she is paying attention to the teacher and actively doing her classwork. It was brought to our attention that  the hyperactive boy has a

Student becomes very argumentative and disrespectful when told to sit or enter the building without pushing others and throwing his book bag. He may push others around verbally or physically. He makes inappropriate verbal gestures and exhibited a bad temper, foul mouth and throws tantrums when he does not get his way. The verbalization of threats, name-calling and intimidation of other students, on duty staff members, and teachers tends to escalate more and more every day. The on duty staff members and teachers continue to remind him about the consequences of this actions, concerning touching others, hurting others, bullying and bothering others students, entering the school by running and pushing others, staying and remaining in the designated

Oppositional defiant disorder (ODD) and conduct Disorder are often referred to in the literature as disruptive behaviour disorders (DBD).This is due to the fact that children who have these disorders tend to disrupt those around them (Gathright and Tyler 2014). Disruptive Behaviour disorders are characterised by a repetitive and persistent pattern of antisocial, aggressive or defiant conduct. Such behaviour is more severe than ordinary childish mischief or adolescent rebelliousness, and it goes beyond isolated antisocial acts (NICE 2012). Children suffering from conduct disorder often act inappropriately, violate the behavioural expectations of others and infringe on the rights of others ( Grey and Zide 2013).

The independent examination of oppositional defiant disorder in children and adolescents without co-existence of other disorders. Such as conduct disorder and attention deficit hyperactivity disorder which are commonly associated with this disorder. Separating oppositional defiant disorder from other disorders gives a better aim towards understanding the disorder alone, and a single treatment. The oppositional behavior may lead the child or adolescent down a harmful or unfavorable path. The child or adolescent prevent their own success and development because of the oppositional defiant disorder. It may result to a continuous pattern over time of stronger arguments and refusal to comply with authority figures if there is no treatment intervention

Conduct Disorder is a behavioral disorder and it is usually diagnosed during childhood or the teen years. Children with this disorder tend to have a disruptive and/or violent behavior. Children may also have trouble following rules. The behavior is diagnosed as Conduct Disorder when it is long-lasting. Common symptoms of Conduct Disorder are aggressive behavior such as fighting, or harming others or animals, destructive behavior such as intentional destruction of property, deceitful behavior such as lying, or violation of rules. Children with Conduct Disorder may be irritable or have low self-confidence, they may also throw temper tantrums. They will have little guilt for hurting others. The cause of Conduct Disorder is unknown but it is presumed

There are stages in a child’s development that showing out of control behaviors are part of normal growing up. Physical conditions like being hungry, tired, sleepy or feeling frustrating when he/she cannot communicate his/her needs are conditions that may trigger out of control behaviors. However, when these over emotional demonstrations are persistent, escalate over time and discipline fails to be implemented, then it can be considered that an Oppositional Defiant Disorder is present.

In my first year of teaching second grade I recall a student that stood out from the rest, which I will rename Eric. Unlike the other students, who were shy and timid the first day, Eric came into the classroom like he was powered by a motor. He was butting in every conversation including those across the room. Eric had a difficult time remaining seated and this behavior was infectious with the other student. He could not seem to control his action. Being a young teacher, I did not know how to address the situation. I believed that this child just needed more discipline in his life. I contacted the parents of the child and they told me similar stories of Eric’s behavior at home. Eric would repeatedly use bad language

One strategy that I would recommend to his caretakers at home is the use of timeouts. As shown in McIntyre’s website, http://behavioradvisor.com/ParentStrategies.html, time out is a removal of the individual from a rewarding situation and placing them in a secluded part of the household. Giovanni’s frustration in the household is not seen as a problem, but as behavior that children display in their youth. Based on my conversation with the student, the caretaker’s response his frustration is to give him video games and toys, which helps him calm down. The behavior may stop for a moment, but then it resurfaces when he is asked to do homework. His aggression and violent behaviors should not be rewarded, but replaced with more positive ones. Time

They are sensitive to when they believe they are being treated fairly or not, yet they treat others