EDucation 3602Dr.

Noella Piquette
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Table of Contents Page

Number

1) ADHD 2

2) Anxiety Disorders 4

3) Autism/ASD 7

4) Deaf and Hard of Hearing 10

5) Depression 11

6) Down Syndrome 13

7) English Language Learners (ELL) 16

8) Gifted 19

9) Medically Fragile/Technologically Dependent (MF/TD)

22

10) Oppositional Defiant Disorder 24

Attention Deficit/Hyperactivity Disorder
ADHD is a neurobiological condition that can cause inattention, hyperactivity, and/or
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impulsivity, and other learning difficulties.
There are three types of ADHD:
1) Predominantly Hyperactive/Impulsive Type
2) Predominantly Inattentive Type
3) Combined Type
Alberta Ed Coding: 58, 54
Some students with ADHD have been diagnosed in Alberta under code 58
(Mild/Moderate Medical Disability), and some have been coded as code 54 (Learning
Disability). (2010 Provincial Report Card).
Characteristics and/or
Observable Behaviours
Listed below are characteristics and
observable behaviours of each of the
three types of ADHD.
1) Predominantly
Hyperactive/Impulsive Type:
Hyperactive characteristics:
restlessness, squirming and fidgeting,
excessive talking.
Impulsive characteristics: acting
without thought, or planning, difficulty
following steps or rules, interrupting
others, and difficulty managing
transitions, emotions, and frustration.
2) Predominantly Inattentive
Type:
Inattention Characteristics: losing or
forgetting things, difficulty staying on-
task, frequently tuning out, difficulty or written directions
following instructions, missing details,
difficulty completing assignments,
poor organizational skills, short-term
memory difficulties, distractibility, and
problems with focusing and
maintaining attention.
3) Combined Type- Combined Type
ADHD is diagnosed when six or more
symptoms of the first two types of
ADHD are present in a student.
Teaching Strategies and Resources
-Establish open lines of communication by
meeting with parents early in the year.
-Investigate student strengths, challenges,
interests, and strategies used by parents.
-Partner with parents in establishing
continuity of routines between school and
home, when possible.
-Communicate regularly with parents, using
a method that is convenient to both parties.
-Find a way to incorporate student interests
in the coursework.
-Provide clear rules, behavior expectations,
and routines.
Research has shown that the following in-
classroom strategies are effective for
student learning for students with AD/HD:
-Give clear, brief instructions with visuals
-Provide direct instruction for skills such as
listening, note-taking, responding to oral
prompts
-Break tasks into short, manageable steps
For students with ADHD displaying
hyperactivity: allow for movement.
-provide or allow fidget toys
-separate sections of an assignment or test
with a short break for movement.
-allow students to take body breaks, or go for
brief walks in the hallway when they need to
(appropriate application of this depends on
student age, maturity, and level of trust).
For students with ADHD displaying
inattention:
re-arrange class environment.
-place desks in a way that minimizes
distraction (proximity to teacher, distance
from windows, doors, etc).
-put thought into optimal groupings of
students.
-use boxes, colours, and white space
appropriately on tests to minimize
distractions.
For students with ADHD who experience
Anxiety Disorder
Anxiety is a normal part of everyones life. Anxiety Disorders are diagnosed
3 when anxiety becomes unmanageable and interferes with daily life.

The DSM-V defines anxiety disorders as a group of disorders that comprise of

fear of a real or perceived imminent threat.

There are 11 types of anxiety disorders as identified by the DSM-V: Separation

Anxiety Disorder, Selective Mutism, Specific Phobia, Social Phobia, Panic
Disorder, Agoraphobia, Generalized Anxiety Disorder, Substance/Medication
Induced Anxiety Disorder, Anxiety Disorder due to another Medical Condition,
Other Specified Anxiety Disorder and Unspecified Anxiety Disorder

Symptoms include: sweating, dizziness, numbness or pins and needles (in the
fingers, hands, or whole body parts if extreme), rapid heartbeat, difficulty
breathing, stomach upset or nausea, diarrhea, inability to concentrate,
confusion, irritability, shaking or trembling, restlessness, avoidance behaviour,
tense muscles and/or muscle twitches.

The causes of anxiety disorders are unknown, but they are commonly
accredited to a combination of genetic, brain chemistry, and environmental
factors.

Diagnosis generally occurs between ages 10-14, as older children display more
symptoms than younger children. Anxiety disorders are more common in
women than men.

Alberta Ed Coding: This could fall under Code 53 (Emotional/Behavioural

Disability), or Code 42 (Severe Emotional/Behavioural Disability) for more
extreme anxiety-related disorders, such as Obsessive Compulsive Disorder.

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
Children with anxiety disorders rarely
act-out in a way that disrupts a class,
but a variety of stimuli can cause
them intense distress that will cause
them to suffer, and interrupt their
learning. Here are a few symptoms of
several different anxiety disorders:
Separation Anxiety Disorder:
- Unwilling to go to school
- Cries and/or throw tantrums when
dropped off at school
- Abnormal feelings of homesickness
on school trips
- Clinging to the teacher
General Anxiety Disorder (GAD):
- Continual feelings of fear or
concern
- Needs constant reassurance
- Headaches, stomach aches
- Aversion or avoidance of stress
(e.g. tests)
- Over-attachment in younger
children
Social Anxiety Disorder:
- Reluctance or refusal to participate
Partner with Student and Parents
- Meet with the student and parents
early in the school year to discuss
how the school can support this
student's needs related to anxiety
disorders. This could include finding
out about:
- the student's strengths, interests and
areas of need
- specific symptoms that may affect the
student at school
- triggers that may affect the student
- any other associated disorders that
need to be considered at school
- successful strategies used at home or
in the community that also could be
used at school
Provide Clear Structure
- Adjust questioning strategies to
comfort level of student.
- Write instructions on the board, in
addition to saying them out loud.
- Provide a predictable learning
environment. Warn students about
changes to classroom routine ahead
of time
- Allow students to step out of
Autism/Autism Spectrum Disorders
Autism or autism spectrum disorders (ASD) are neurological disorders that
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affect brain function. ASD is a lifelong condition, with recent estimates suggesting a
prevalence rate of 1 in 500 births (using a broad definition of ASD), affecting more
males than females at a ratio of 4:1 (Alberta Learning, 2003). The cause of autism is
unknown, and there is no conclusive test for diagnosing autism. This makes diagnosis
of ASD difficult and treatment case-specific. Individuals with autism have
developmental disabilities that impact how they sense and understand the world
around them. This can lead to difficulties with communication, behaviour, and
relationships (Medical/Disability Information For Classroom Teachers, n. d.).

Autistic disorder falls under an umbrella which is better known as pervasive

development disorders (PDD). These disorders are characterized by impairments in
reciprocal social interaction skills and communication skills, and the presence of
stereotypical behaviours, interests, and activities.

The Diagnostic and Statistical Manual of Mental Disorders, DSM-IV (American

Psychiatric Association, 1994) defines autism spectrum disorders as pervasive
developmental disorders characterized by:
1. qualitative impairment in social interaction
2. qualitative impairment in communication
3. restricted, repetitive, and stereotypic patterns of behaviour, interests, and
activities.
(Teaching Students with Autism Spectrum Disorders, pg. 1)

The communication impairment is perhaps the most recognizable characteristic

of those on the spectrum of ASD. Some estimates say that around 50 percent do not
develop functional speech. For those who do develop a functional speech, their
speech may include unusual qualities and a limited function of speech.

Alberta Ed Coding: Code 44 (Severe Physical and Medical Disability)

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
Challenges displayed by students with
ASD commonly fall into three
categories:
Social Interaction:
- Challenges interpreting non-verbal
communication.
-The non-verbal communication
challenges facing students with ASD
include: appropriate eye contact,
proxemics (poor understanding of
personal space), reading facial
expressions, and body language cues.
-Difficulty with imaginary play
-Rigid adherence to rules
-Trouble controlling emotions and
anxiety.
-Trouble with empathizing and seeing
the perspective of another person,
and the impact of their own behavior
on other people.
Communication:
-Language delays in speaking and
listening.
-Very literal understanding of speech,
and lack of understanding of nuances
1. Provide separate space for physical
breaks outside the classroom. If SEN student
has separate space, other students can not
interfere or be harmed by SEN student. Their
work space should also be close and easily
accessible to this separate space so
outbursts or reactive needs can be quickly
facilitated.
2. If available, give student hands-on
activities rather than paper and pencil. Using
a hands-on activity gathers more attention
and uses more senses, which helps the SEN
student to express themselves.
3. Use pictures and illustrations to
communicate important classroom
information like rules, timetables, behavior
expectations, and locations of materials. The
student can also use these illustrations to
communicate the same information back to
the teacher.
4. Provide a schedule of daily and monthly
activities specifically for the SEN student to
help with communication and to reduce
anxiety. Stick to the schedule as much as
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Deaf and Hard of Hearing

Deafness: Little to no hearing that results in severe problems with auditory language
development
Hard of Hearing: Difficulty in hearing abilities that results in some issues with
auditory language development

A student with deafness/hard of hearing is one who has a hearing condition that
affects speech and language development, and interferes with their ability to learn

Alberta Ed Coding: Deafness- Code 45 (Deafness)

Hard of Hearing- Code 30 (Communication Disorder/Delay), Code 55 (Hearing
Disability)

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
Deafness may initially appear
invisible: if deaf students have a
hearing aid, hair and hats may cover
it, so deaf students blend in, and look
just like everyone else.
To those who dont know the child is
deaf, they appear to be shy at best
and rude at worst.
Unlike a student in a wheelchair or a
student with ODD, the deaf student
can easily be forgotten in class, or the
playground.
In settings where deaf people are
communicating with each other, they
will also use techniques such as
stamping of the feet and flicking lights
on and off.
Technological Aids:
Use closed captions on videos, and try to use
FM-transmitted hearing aids.
Total Communication:
Either with an interpreter, or as an ASL
speaker communicate with the student in
both ASL and English.
Visual Focus:
Use more visuals when explaining concepts,
and make sure the student can see you and
others.
Classroom Setup:
Put the student away from auditory
distractions in a place where they can see
things (and you) clearly.
Clarity of Instruction:
Use clear vocabulary, repeat other students
questions and answers, confirm the student
has understood directions and write new
concepts and words down on the board.
-Enunciate properly, speak with ample
volume, and place yourself where the
student can see you, when possible.

Links and Sources

http://www.learnalberta.ca/content/inmdict/html/hearing_loss.html
http://www.edu.gov.mb.ca/k12/docs/support/dhh_resource/toolkit_resources.pdf
http://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
Depression
Depression:
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Considered to be a total body illness which affects an individuals feelings, thoughts,
behaviours, physical health, and appearance.
Can be an independent disorder (hormonal or genetic), or coupled with other
mental or physical disabilities.

Several types of depression exist:

Clinical Depression/Major Depressive Disorder (MDD)- The student
must have either:
a) Intense and persistent low mood or
b)Lack of interest or pleasure in things that they use to enjoy (everyday for 2
weeks), Along with 5 other symptoms:
a) Sleeping much more or much less than usual
b) Extreme restlessness or lack of movement noticed by others
c) Feeling really tired or lacking energy
d) Feeling worthless or inappropriately guilty
e) Extreme difficulty concentrating or making decisions

Dysthymic Disorder
Dysthymic disorder is generally less severe than Clinical depression/ MDD.
Some individuals who are faced with this kind of depression can get through dayto
day activities with some struggles
Symptoms: Depressed mood most of the day, more days than not,
Accompanied by other symptoms that are classified for clinical depression/MDD

Seasonal Affective Disorder (SAD)

SAD
occurs at certain times of the year, research indicating more prominent in the fall and
winter
Symptoms:
Same as above, but individuals experience periods without any symptoms at certain
times of year.
-Needs to occur for more than one year in order for an individual to be diagnosed

Alberta Ed Coding: Mild/Moderate Depression may fall under Code 53

(Emotional/Behavioural Disability)
Severe chronic depressive disorder may fall under Code 42 (Severe
Emotional/Behavioural Disability)

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
The symptoms of depression will vary
depending on the student. It is
important not to confuse the typical
mood swings of pubescent students
with clinical depression; which will be
sustained over an extended period.
Here are some possible signs of
depression in students:
-Negative self-concept
-Loss of enjoyment in activities they
once enjoyed
-Fatigue, low energy levels
-Solitary behaviour
-Indecisiveness
-Unexplained anger and irritability
-Physical symptoms like headaches
and stomachaches that cant be
explained medically.
Students with depression may act out
Get Educated
-Courses such as Mental Health First Aid,
Steps to Dealing with Suicide, and FRIENDS
for Life are valuable resources for a teacher
who wants to increase their awareness and
understanding of mental health.
-Follow advice from qualified professionals
(counselors, psychiatrists, psychologists).
Break the Taboo
-Speak openly about mental health issues
with your students to weaken the
stigmatization around mental health issues,
including depression.
-Inform students of mental health resources
that they can access.
-Create an open and inclusive classroom
where students feel safe both mentally and
physically, where they feel they can open up
and be valued.
Down Syndrome
Down syndrome is a random disorder caused by the presence of extra genetic
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material in the 21st chromosome. This genetic anomaly causes a variety of life-long
intellectual disabilities and developmental delays, and may cause other physical
illnesses, including congenital heart conditions.

As individuals with Down Syndrome have been deinstitutionalized, and education has
improved, the Global Down Syndrome Foundation reports that the average IQ of
individuals with Down Syndrome has increased markedly, with some students with
Down Syndrome going on to complete college degrees.

Alberta Ed Coding: Code 43 (Severe Multiple Disability). The 2015/2016 Alberta

Education Special Education Coding Criteria prescribes that ECS children/students
diagnosed with Down syndrome and requiring extensive support in an educational
environment should be reported under Severe Multiple Disability.

I suspect that Code 51 (Mild Cognitive (Intellectual) Disability) or Code 52 (Moderate

Cognitive (Intellectual) Disability), both of which classify as ECS Code 30 may apply
to more mild intellectual and developmental delays associated with Down Syndrome.

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
Individuals with Down Syndrome
share a similarity in their distinctive
facial features. Some physical
characteristics of children with Down
Syndrome include:
-Flattened facial features
-Upward-slanting almond shaped eyes
-Small head
-Short neck
-Poor muscle tone
-Short height
Involve Parents:
-Act in partnership with parents; early in the
year, meet with parents and student to learn
about student strengths, interests,
challenges, and boundaries
-Let parents know your classroom routines,
insofar as these relate to their child
-Ask for reinforcement of your expectations;
this should be a discussion, continuity
between parental and teacher expectations
would be helpful

Intellectual and developmental Build a stable and caring classroom:

disabilities in students with Down
Syndrome vary from mild to
moderate. Approximately 1% of
people with Down Syndrome have IQs
in the borderline range (70 to 80), and
39.4% are in the range of mild
intellectual disability (50 to 70).
Most children with Down Syndrome
will have a speech delay, and many
will be hearing impaired or require
special corrective eyewear.
Motor skills can develop at a slower
rate for children with Down syndrome.
In general, developmental milestones,
such as sitting and crawling, occur at
about twice the age of children
without impairment.
Individuals with Down Syndrome may
use pictures, signs, and other visuals
as communication aids.
Unwanted behaviours can occur due
to gaps in the childs understanding
-Involve the student in the classroom
community
-Pre-establish rules in the classroom
-When possible, establish consistent
classroom routines
- Explicitly teach social skills, such as
introductions, taking turns talking, and
asking questions. Lessons in body language
and appropriate displays of affection are
valuable
-Use modelling and storytelling as well as
direct instruction in teaching these social
skills
-Take steps to ensure the student isnt left
out. For instance, if the student has physical
limitations, assign them a role like team
manager in Phys.Ed class, or designate a
friendship bench at recess for them to sit
at, where friends can come talk with them
Manage the classroom environment:
-Be aware of students sensitivity to stimuli,
such as certain textures or sounds
-Eliminate unnecessary light, sound and
outside distractions
-Have appropriate seating to support the
student
ELL/ESL
English Language Learners (ELL): describes students whose primary or native
8 language is not English.

English as a Second Language (ESL) Classrooms: where ELL students learn

English.

English language learner (ELL) is a broad term used in North America to refer
to students who are learning English as a second or additional language. They
may be immigrants from a country where English is not the national language
or born in an English-speaking country but raised in a non-English speaking
home or community. In either case, they are learning English in addition to
their native or home language. Because of these circumstances, they are
considered ELLs.

Alberta Ed Coding: Code 301 (Foreign-born students), Code 303 (Canadian-born

students), Code 302 (International Students). According to the 2015-2016 Alberta
Education Funding Manual for School Authorities, schools receive extra funding for
Code 301 and Code 303 ESL students for a maximum of five years.

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
ELL students may arrive in your
classroom with no skills in
English. Conversely, they may
appear to have a good grasp of
English in social situations, but
deficiencies may appear when
you read their written work.
Alberta Education identifies
five levels of English
proficiency in English Language
Learners:
Level 1: Beginning- Little to
no English. May be literate in
first language.
Level 2: Developing-
Beginner with some prior
English. Age appropriate
literacy in first language.
Level 3: Expanding- May
have studied English in home
country. May have been in
Canada for some time, with
academic language gaps.
Level 4: Bridging- May
approach native English
speaker proficiency in basic
conversational English.
Academic oral proficiency is
developing. Reading and
writing skills are at grade level
with scaffolding, direct
instruction, and extra time.
Level 5: Extending- May
appear fluent orally and/or in
writing. Needs support to
understand literary and cultural
references, and sophisticated
grammatical structures.
Use Alberta Education
Benchmarks for ESL
- These benchmarks provide a
framework for a common
understanding of English proficiency
amongst Alberta educators.
- These benchmarks describe the
English language skills generally
displayed by students at ECS, Grade
1-3, Grade 4-6, Grade 7-9 and Grade
10-12 levels.
- In most cases, teachers will need only
the Alberta K-12 proficiency
benchmarks for ESL and multiple
samples of a students work to assess
the language proficiency of a student
in their classroom.
- The benchmarks can help a teacher
monitor and track ELL student
progress towards proficiency in
English.
Support the students native
language:
- Teachers should encourage and allow
students to develop proficiency in
their native language, which will allow
and aid students in transferring their
knowledge over, and further develop
their English.
- By hindering their first language,
students will learn less because they
will not fully understand what is being
taught in English, and begin losing
their native language at the same
time.
- Involve parents in the education
process, for instance, have a Culture
Day, where students can bring their
parents and talk about their culture.
Gifted

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Giftedness has often been defined as having an IQ over 130 (Delisle 38). However, in
different jurisdictions, this definition has broadened in recent years to include such
gifts as high aptitude in musical, kinesthetic and artistic fields (NAGC-Definitions of
Giftedness). As there are a multitude of definitions, we have chosen to highlight the
one below, which was in use by Alberta Education until a few years ago, and which
portrays a broad concept of giftedness.

-Giftedness is exceptional potential and/or performance across a wide range of

abilities in one or more of the following areas: general intelligence, specific academic,
creative thinking, social, musical, artistic, and kinesthetic.

Alberta Ed Coding: Code 80 (Gifted)

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
-Intellectually gifted students display:
Advanced intellectual achievement,
high motivation and interest, verbal
proficiency, problem solving ability,
logical thinking, and/or creativity.
- These abilities are present in many
children of all ability levels, but are
more pronounced in gifted children.
Gifted children will not necessarily
possess all of the abilities.
(Alberta Education- Students who are
Gifted):
-Impatience with peers, parents, and
teachers
- Considered stubborn or
uncooperative, because they are goal-
oriented and focused.
- Sensitivity to the expectations and
feelings of others; they may be extra-
sensitive to peer criticism and
teasing.
- May use humor as a weapon against
other students, teachers, and peers.
(Winne 124)
- The GATE program offers two
categories of giftedness:
Intellectual: motivation, interest,
problem-solving ability
Emotional: heightened sensitivity,
heightened intensity of experience,
perfectionism,
introversion, superior humour, moral
sensitivity
- It is highly unlikely for a child who is
gifted to have all of the characteristics
on both lists.
(GATE- Characteristics)
-Emotional aspects of giftedness, such
as heightened sensitivity can add
significant challenge to the life of a
Examples of Differentiation Strategies
- Enrichment- Giving the students
additional or alternate work that is more
sophisticated or thought provoking (Winne
125), depending on their mastery of the
current subject.
- Acceleration- Allowing students to
complete grades at their own (accelerated)
pace (Winne 125)
- Telescoping- Covering the same amount
of materials or activities in less time, which
allows for more time for enrichment
activities and projects. (NAGC- Glossary of
Terms)
- Mixed-abilities groups- Assigning the
student to a group with slower learners,
where they can serve as an example and
help their groupmates learn. Note: this is
frequently ineffective, and probably
shouldnt be employed as a differentiation
strategy! (Winne 126)
- Similar-ability groups/Congregated
School Settings - Gifted students are often
more engaged when paired with other highly
intellectual peers, or attend schools set up to
accommodate gifted students.
Specific Strategies
- Provide alternate subject-appropriate
study materials - Allow the gifted student
to study a novel that is at their own reading
level if the class novel study is at a lower
level. The novel should cover the same basic
themes, but be a more challenging read or
more challenging to pull the themes from.
- Compacting - Assessing prior knowledge
excuses student from mastered material.
10
Medically Fragile/Technologically Dependent
Medically Fragile and/or Technologically Dependent (mf/td) is a label given to
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students who require complex medical care (Ryan, 2006, p.1). Complex medical care
includes any condition that can rapidly deteriorate, resulting in permanent injury or
death (The Medically Fragile Student, 2010). At times, the students needs can
become so complex that they require technological health intervention to support life
functioning (Ryan, 2006 p.1).

Alberta Ed Coding: Presumably Code 44 (Severe Physical or Medical Disability)

Characteristics and/or Teaching Strategies and Resources

Observable Behaviours
Characteristics of MF/TD vary from
case to case. The Office of Integrated
Services for Children, 1999 have
broken the characteristics of MF/TD
students into groupings:
Group 1 Children dependent
at least part of each day on
mechanical ventilation.
Group 2 Children requiring
prolonged intravenous
administration of: nutritional
substances, and/or drugs.
The best strategy for teachers working with
the mf/td student(s) is to be proactive in
planning with administrators, and other staff
that will be working directly with the
students. There are many considerations
that need to be made to accommodate the
students physically, emotionally, and
educationally. Specific strategies follow
below:

Group 3 Children with daily Video Conferencing: Often students

dependence on other device-
based support for:
Tracheotomy tube care,
Suctioning, Oxygen support,
Tube feeding.
Group 4 Children with
prolonged dependence on
other devices which
compensate for vital body
functions who require daily or
near daily nursing care,
including: Apnea (cardio
respiratory) monitors, Renal
dialysis due to kidney failure,
Urinary catheters or colostomy
bags plus substantial nursing
care.
Group 5 Children with chronic
conditions who are not
technologically dependent but
who require as great a level of
care as Group 4, including:
Children who are completely
dependent on others for
activities of daily living;
Children who require constant
supervision or monitoring
resulting from the complexity
of their condition and/or the
quantity of oral drugs and
therapy they receive.
who are labelled mf/td experience long
periods of absences, or are absent for a
span of 24 days weekly. A great
strategy for teachers working with the
mf/td student is to use video
conferencing tools and have the student
attend school from a satellite location.
Tracking Progress: For MF/TD students,
tracking progress is an important
strategy when evaluating their learning.
Alberta education describes Tracking as
the act of keeping evidence of where the
student is in relation to the learner
outcomes needed to successfully achieve
the credit from that specific grade (2014,
p.5). Various ways of tracking progress
can be found by visiting the Alberta
Education website.
Normalization: The teacher needs to
maximize opportunities for normalization
of the student in the classroom. This
includes taking into consideration any
possible complications the student may
face, and planning around it before it
presents a problem. Complications
include, but are not limited to:
Accessibility: Ramps, walkways,
handrails, water fountains,
doorway expansion etc
Furniture: Desk heights,
arrangement, expansion, etc

Climate: Lighting, Heating, etc

12
Oppositional Defiant Disorder (ODD)
Oppositional defiant disorder (ODD) is a condition characterized by a persistent
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pattern of aggressive and defiant behavior, and a need to annoy or irritate others. It
usually shows up in children by eight years of age and sometimes as early as three
years.

ODD is classified as a severe emotional/behavioural disability that is strictly a

childhood/adolescent condition, but can lead to other disabilities that will remain
throughout adulthood. It is a result of an underdevelopment and difficulty in applying
flexibility and adaptability skills when they are needed.

Note: there is no known clear cause for ODD, though it is believed that some
combination of environmental and genetic factors are involved. Some of these
environmental factors may include issues like harsh discipline, parental neglect, or
abuse, so have some grace with this child!

Alberta Ed Coding: Code 42 (Severe Emotional/Behavioural Disability)

Characteristics and/or Teaching Strategies and Resources
Observable Behaviours
According to the Diagnostic and
Statistical Manual of Mental Disorders Be prepared, with good organization and
(DSM IV TR) , the diagnosis of ODD strong behaviour management skills.
must include at least four of the
following symptoms:
- Sudden unprovoked anger
- Frequent temper tantrums
Involve students in the learning process to
- Appearing angry and vindictive motivate them and give them the skills to
- Arguing with adults and peers
monitor their own behaviours (self-
- Defiance or refusal to comply with monitoring, and self-regulation), which will
adults rules or requests
also help them build self-efficacy.
- Deliberately annoying others
- Blaming others for their
misbehaviour
- Easily annoyed by others
- Being resentful and angry Modify the classroom environment:

These symptoms should persist for Create a calm and quiet environment
longer than six months, and should be (noise level, relaxing tone, reducing
more severe in intensity than what is distraction, providing tools for students to
expected of an average child. block out the noise)

Offer flexible learning spaces in the

classroom (separate work spaces,
independent spaces, safe spaces)

Provide a well-organized classroom

(provide individual storage areas, supply
boxes, work with students for individual
organization tips, provide visual
reminders for organization)

Reduce unwanted behaviour by:

Clearly communicating behaviour

expectations. Involve students in creating
class rules, to increase student buy-in.

Using reinforcement strategies (for

instance, tokens for good behaviour)

Consequence strategies in response to

inappropriate behaviour (response cost)
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