A review of evidence based practices to support students with oppositional defiant disorder in classroom settings

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dc.contributor.authorBarker, Conor
dc.contributor.authordeLugt, Jenn
dc.date.accessioned2022-12-07T22:29:16Z
dc.date.available2022-12-07T22:29:16Z
dc.date.issued2022-08-23
dc.descriptionCopyright: © 2022 Authors. Open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).en_US
dc.description.abstractThe purpose of this systemic review of empirical research was to investigate available evidence-based interventions for use with students with opposition-al defiant disorder (ODD) in general classroom settings. ODD is a specific disorder characterised by angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Often ODD is hidden in the extant literature, as it is categorized under the umbrella term emotional and behavioral disorders (EBD) along with sometimes non-related disorders (attention-disorders, mood dis-orders, anxious disorders). This review of 26 articles focused on interventions for students whose behaviours were characteristic of ODD in classroom set-tings. While much of the research regarding the treatment of ODD consists of clinical strategies (e.g., family therapy, exercise programs, and community supports), it is essential that teachers have strategies to support students with ODD in inclusive general education classroom settings. Three main types of interventions emerged from this review: functional behaviour analysis, group contingency, and self-monitoring strategies. A number of other non-categorical strategies are also presented and discussed. Percentages of nonoverlapping data (PND) were calculated to explore the effect of these interventions in improving adaptive behavior, and in decreasing disruptive behavior. The resulting review provides recommendations and strategies for how teachers can support students with ODD in their classrooms.A review of evidence based practices to support students with oppositional defiant disorder in classroom settings.en_US
dc.description.authorstatusFacultyen_US
dc.description.peerreviewyesen_US
dc.identifier.citationBarker, C., de Lugt, J. (2022). A review of evidence based practices to support students with oppositional defiant disorder in classroom settings. International Journal of Special Education, 37(1), 85-98en_US
dc.identifier.doihttps://doi.org/10.52291/ijse.2022.37.29
dc.identifier.urihttps://hdl.handle.net/10294/15509
dc.language.isoenen_US
dc.publisherSped sp. z o.o.en_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subjectoppositional defiant disorderen_US
dc.subjectclassroom interventionsen_US
dc.subjectinclusive educationen_US
dc.subjectbehavioural interventionsen_US
dc.subjectemotional and behavioural disordersen_US
dc.titleA review of evidence based practices to support students with oppositional defiant disorder in classroom settingsen_US
dc.typeArticleen_US
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