Supporting Students with ODD

Which strategy is NOT a good idea when interacting with a ODD student?

• Speaking calmly

• Negotiate consequences

• Hold students to predetermined boundaries

• Get down to their eye level and use a neutral body position

When you go to the Child Support team for an extreme behavior issue they conduct a

Our school utilizes a system that is shaped like a pyramid and helps us identify students that may need extra support

• Multi-tier Structure of Support

• Multi-tier Behavior Identification

• Multi-tier Support System

• Multi-tier System of Support

When does ODD need to be present before (almost always)?

• early teenage years

• Pre School

• Age 10

• Grade 1

What does ODD stand for?

Why is focusing on positive behavior with an ODD student a good idea? (Mark all that apply)

• It reinforces desirable actions and builds self-esteem.

• It encourages negative behavior patterns.
• It leads to increased frustration for the student.
• It creates a supportive environment for all learners.

When setting boundaries, what else must you also make clear?

• The importance of communication skills.
• The consequences of violating the boundaries.
• The role of empathy in understanding others.
• The need for flexibility in relationships.

What are the benefits to you, the teacher, when you have proven strategies to support ODD students at your disposal?

• More distractions in the classroom
• Increased paperwork for teachers
• Improved classroom management, enhanced student relationships, increased teacher confidence, and better learning outcomes.

• Less engagement from students

Why is it important that you, the teacher, be able to handle ODD students within your classroom?

• No one understands your classroom better than you and you are the one who has the power to build the positive relationships needed.

• To avoid any interaction with ODD students.
• To focus solely on the needs of other students.
• To ensure ODD students disrupt the class often.

What is a key factor in establishing effective boundaries with students?

• Ignoring student feedback

• Personal relationships with students

• Flexibility in rules

• Consistency in enforcement