Here’s the Perfect Strategy for The Child Who Has Oppositional Defiant Disorder!

Here’s the Perfect Strategy for The Child Who Has Oppositional Defiant Disorder!

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Don’t you just love it when you find a strategy that works Almost every time you use it? I have found that to be true with many of the evidence based practices like when I use a work system or when I use the token board or the First/Then strategy. It dawned on me this week that I’ve been using a GREAT strategy for those students with ODD that I haven’t shared with you yet.

Take a look at the video!

If you can remember that children who are oppositional are really looking for some control in their lives, then you stand a better chance getting through to them. You can do this by giving them some control like when you use the “do it, don’t do it” strategy in the video.

You can also give your child or student weighted choices. You set the limits, but the child gets the choice. For example:

  1. You can say, “You can read your book here in the classroom or out in the hall”.
  2. You can say, “You can take your medicine with pudding or applesauce”.

I know it seems counterintuitive when you give a child who is acting up what he/she wants, but if you can give a child what they’re asking for while getting them to do what you want them to do then it’s a win- win for everyone! 

Give these strategies a try and let me know how it goes! Every now and then a tool comes along that when you use it and it works, it’s like a miracle. You can look like a genius or the special education whisperer. How cool is that??? Today’s strategy is one of them. Try it!!

Leave a comment below! Can’t wait to hear you say, “Are you kidding me??” 

You take care and I’ll see you next time!


One comment on “Here’s the Perfect Strategy for The Child Who Has Oppositional Defiant Disorder!

  1. merrymim on said:

    I have found that for the children who are oppositional that not giving the direct instruction such as “pick up your toys” for which you they can then say “no”, you may not want to then give a choice but if you say instead “It’s time to pick up the toys” their refusal is not the result of your direct instruction and then you could give a choice such as “do it or don’t do it” if there is an option of it not happening or “would you like to do it yourself or would you like me to help you?” if it must be done. I have found that children who are oppositional often prefer to do a task themselves than have help.

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