1. Oppositional defiant disorder (ODD) is defined by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV), as a recurring pattern of negative, hostile, disobedient, and defiant behavior in a child or adolescent, lasting for at least six months without serious violation of the basic rights of others. The incidence of ODD in the American population varies somewhat according to the sample studied; DSM-IV gives the rate as between 2-16% while the American Academy of Child and Adolescent Psychiatry (AACAP) gives a figure of 5%-15%, and a researcher at a children's hospital gives a rate of 6-10%.
http://medical-dictionary.thefreedictionary.com/oppositional+defiant+disorder
http://medical-dictionary.thefreedictionary.com/oppositional+defiant+disorder
In order to meet DSM-IV criteria for ODD, the behavior disturbances must cause clinically significant problems in social, school, or work functioning. The course of oppositional defiant disorder varies among patients. In males, the disorder is more common among those who had problem temperaments or high motor activity in the preschool years. During the school years, patients may have low self-esteem, changing moods, and a low frustration tolerance. Patients may swear and use alcohol, tobacco, or illicit drugs at an early age. There are frequent conflicts with parents, teachers, and peers.
Children with this disorder show their negative and defiant behaviors by being persistently stubborn and resisting directions. They may be unwilling to compromise, give in, or negotiate with adults. Patients may deliberately or persistently test limits, ignore orders, argue, and fail to accept blame for misdeeds. Hostility is directed at adults or peers and is shown by verbal aggression or deliberately annoying others.
http://www.psychtreatment.com/mental_health_oppositional_defiant_disorder.htm
Read more: http://www.conductdisorders.com/forum/f7/dsm-iv-criteria-odd-article-4/#ixzz2JDqFHsdI
Children with this disorder show their negative and defiant behaviors by being persistently stubborn and resisting directions. They may be unwilling to compromise, give in, or negotiate with adults. Patients may deliberately or persistently test limits, ignore orders, argue, and fail to accept blame for misdeeds. Hostility is directed at adults or peers and is shown by verbal aggression or deliberately annoying others.
http://www.psychtreatment.com/mental_health_oppositional_defiant_disorder.htm
Read more: http://www.conductdisorders.com/forum/f7/dsm-iv-criteria-odd-article-4/#ixzz2JDqFHsdI
2. Alberta Education Coding and Definition for Emotional and Behavioral Disorders
MILD TO MODERATE EMOTIONAL/BEHAVIOURAL DISABILTIY:
(ECS: Code 30; Grades 1–12: Code 53) A student/ECS child identified with a mild to moderate emotional/behavioral disability exhibits chronic and pervasive behaviors that interfere with the learning and safety of the student/child, other students/children and staff.
Typically, behavior disabilities are characterized by a number of observable maladaptive behaviors:
a) An inability to establish or maintain satisfactory relationships with peers or adults
b) A general mood of unhappiness or depression
c) In appropriate behavior or feelings under ordinary conditions
d) Continued difficulty in coping with the learning situation in spite of remedial intervention
e) Physical symptoms or fears associated with personal or school problems
f) Difficulties in accepting the realities of personal responsibility and accountability
g) Physical violence toward other persons and/or physical destructiveness toward the environment.
SEVERE EMOTIONAL/BEHAVIOURAL DISABILITY
(Code 42) A student/child with a severe emotional/behavioral disorder is one who:
· Displays chronic, extreme and pervasive behaviors and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviors significantly interfere with both the learning and safety of the student/ECS child and other students/ECS children. For example, the student/child could be dangerously aggressive and destructive (to self and/or others), violent and/or extremely compulsive; and
· (For grades 1–12 students) has a diagnosis including conduct disorder, schizophrenia or bi-polar disorder, obsessive/compulsive disorders, or severe chronic clinical depression; and may display self-stimulation or self-injurious behavior. In the most extreme and pervasive instances, severe oppositional defiant disorder may qualify; or
· (For ECS children) has either a diagnosis or a statement by a qualified professional indicating that the child experiences severe behavioral difficulties. A clinical diagnosis of a severe emotional/behavioral disorder by a psychiatrist, registered psychologist or a developmental pediatrician is required, in addition to extensive documentation of the nature, frequency and severity of the disorder by school authorities. In the case of an ECS child who is not currently placed in an educational environment, extensive documentation of the nature, frequency, and severity of the disorder by the referring specialist may suffice. The effects of the disability on the student’s/ECS child’s functioning in an education setting should be described. An ongoing treatment plan/behavior plan should be available and efforts should be made to ensure that the student/ECS child has access to appropriate mental health and therapeutic services.
A clinical diagnosis of a severe emotional/behavioral disorder is not necessarily sufficient to qualify under this category. Some diagnoses with behavioral components that are not sufficient to qualify are: attention-deficit/hyperactivity disorder (ADHD), attention deficit disorder (ADD).
http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
MILD TO MODERATE EMOTIONAL/BEHAVIOURAL DISABILTIY:
(ECS: Code 30; Grades 1–12: Code 53) A student/ECS child identified with a mild to moderate emotional/behavioral disability exhibits chronic and pervasive behaviors that interfere with the learning and safety of the student/child, other students/children and staff.
Typically, behavior disabilities are characterized by a number of observable maladaptive behaviors:
a) An inability to establish or maintain satisfactory relationships with peers or adults
b) A general mood of unhappiness or depression
c) In appropriate behavior or feelings under ordinary conditions
d) Continued difficulty in coping with the learning situation in spite of remedial intervention
e) Physical symptoms or fears associated with personal or school problems
f) Difficulties in accepting the realities of personal responsibility and accountability
g) Physical violence toward other persons and/or physical destructiveness toward the environment.
SEVERE EMOTIONAL/BEHAVIOURAL DISABILITY
(Code 42) A student/child with a severe emotional/behavioral disorder is one who:
· Displays chronic, extreme and pervasive behaviors and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviors significantly interfere with both the learning and safety of the student/ECS child and other students/ECS children. For example, the student/child could be dangerously aggressive and destructive (to self and/or others), violent and/or extremely compulsive; and
· (For grades 1–12 students) has a diagnosis including conduct disorder, schizophrenia or bi-polar disorder, obsessive/compulsive disorders, or severe chronic clinical depression; and may display self-stimulation or self-injurious behavior. In the most extreme and pervasive instances, severe oppositional defiant disorder may qualify; or
· (For ECS children) has either a diagnosis or a statement by a qualified professional indicating that the child experiences severe behavioral difficulties. A clinical diagnosis of a severe emotional/behavioral disorder by a psychiatrist, registered psychologist or a developmental pediatrician is required, in addition to extensive documentation of the nature, frequency and severity of the disorder by school authorities. In the case of an ECS child who is not currently placed in an educational environment, extensive documentation of the nature, frequency, and severity of the disorder by the referring specialist may suffice. The effects of the disability on the student’s/ECS child’s functioning in an education setting should be described. An ongoing treatment plan/behavior plan should be available and efforts should be made to ensure that the student/ECS child has access to appropriate mental health and therapeutic services.
A clinical diagnosis of a severe emotional/behavioral disorder is not necessarily sufficient to qualify under this category. Some diagnoses with behavioral components that are not sufficient to qualify are: attention-deficit/hyperactivity disorder (ADHD), attention deficit disorder (ADD).
http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
Resources:
To access the websites below, please click the buttons below with the corresponding resource number. e.g. Resource 1 - Press button 1
1. http://www.conductdisorders.com/forum/f7/dsm-iv-criteria-odd-article-4/
2. http://medical-dictionary.thefreedictionary.com/oppositional+defiant+disorder
3. http://www.psychtreatment.com/mental_health_oppositional_defiant_disorder.htm
4. http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
To access the websites below, please click the buttons below with the corresponding resource number. e.g. Resource 1 - Press button 1
1. http://www.conductdisorders.com/forum/f7/dsm-iv-criteria-odd-article-4/
2. http://medical-dictionary.thefreedictionary.com/oppositional+defiant+disorder
3. http://www.psychtreatment.com/mental_health_oppositional_defiant_disorder.htm
4. http://education.alberta.ca/media/825847/spedcodingcriteria.pdf